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BY 

GEO. KL MORRIS, Ph.B-, 

Superintendent of Schools, 
Amanda, Ohio. 



OHIO KAQLC PRINT, LANCASTER. 



"76. 

MX ° 



A BRIEF 

STUDY IN ENGLISH^ 




BY GEORGE M. MORRIS, Ph.B.^ 

M 
SUPERINTENDENT OF SCHOOLS, 
AMANDA, OHIO^ & jt Jt & jt & & 






^£\\U 



JUL 19 1900 : 



second copy, 

ad to 

OROfK BMSFON, 

LS££_l_i900 



PRESS OF THE 

Ohio Eagle Printing House, 
lancaster, ohio, 

1900. 



73: 




PREFACE. j» & j* j* j* j» 

^HIS little book has been prepared as an aid 
in the study of English. In its preparation 
the author has no apologies to offer. It is 
not without its imperfections, but it certainly is 
suggestive of the right way to study and to teach 
English. 

The plan of the book is original, but the mater- 
ial, in part, has been gathered from various sources. 
The method as presented in this book, has been used 
by the author for several years with satisfactory re- 
sults, and it is because of this fact that he, with 
some degree of confidence, submits it to the teachers 
and students for their thoughtful consideration and 
criticism. 

With an honest hope of aiding the teachers and 
students in the study of English, this little book is 
presented to my fellow-teachers. 

GEO. M. MORRIS. 



SUGGESTIONS. 



1. The outlines should be memorized and repro- 
duced on the black board. 

2. The student should be able to recite the outline 
from the first topic to the last, and give examples of each 
topic. 

3. The student should be exact in definitions. 

4. The student should have several good gram- 
mars, a few good language books, and a good rhetoric or 
two* 

5. The student should often consult "Webster's 
International Dictionary." 

6. Learn some good system of diagramming — 
Irish's is the best. 

7. Learn to punctuate by observing the use of 
punctuation marks, as well as learning the rules of 
punctuation. 

8. The amount of work, as well as the kind of 
work, should depend on the ability of the class. 



Dr. Brooks in his "Normal Methods," says : "Gram- 
mar has been more poorly taught than any other branch 
in the public schools. It has been too abstract and theo- 
retical. It has been taught as matter of memory and not 
of judgment and understanding. It has been a commit- 
ting and a repeating of definitions, and not a study of the 
relations of words in sentences. It has been a memorizing 
of abstract definitions and rules, instead of a practical 
application of them to the improvement of a pupil's 
language. The trouble is, our method has been radically 
defective." 

Another cause of failure is that we have too often 
tried to convey a complete knowledge of every part of the 
subject before the faculties were prepared for grasping 
such an amount of knowledge. For example : We have 
attempted to teach everything about the noun before call- 

*Among the best texts on grammar are: Whitney, Williams, Maxwell, Rig- 
don, Parke and Harvey, 

(5) 



6 A BRIEF STUDY IN ENGLISH. 

ing the pupils' attention to the verb. We have tried to 
exhaust the subject of etymology, before presenting any 
form of Syntax or Prosody. Our text books on Grammar 
have been constructed upon the same false principle." Is 
it not time to begin, if we have not already begun, to 
teach grammar as we teach other subjects, by presenting 
only a part at a time as the pupil is able to comprehend 
it. Let us not forget that the method of teaching should 
be suggestive and inductive, and that there is a difference 
between teaching and learning. 

When should the teaching of correct speech begin? 
It should begin as soon as the child begins to put its words 
into sentences. Language teaching in the schools should 
begin the first day and continue all through the pupil's 
school life. 

Two kinds of language teaching — oral and written — 
should be carried on simultaneous from the first. Oral 
work gives to the pupil a working vocabulary, and the 
ability to use it in accordance with "good usage." Writ- 
ten work gives to the pupil the ability to write sentences 
expressing his thoughts logically. To gain this ability a 
few steps are necessary. 

First — Have the pupils copy script. 

Second — Have the pupils copy print in script form. 

Third — Have the pupils write from memory. 

Fourth — Show the pupils a picture or an object and 
have them write their thoughts in simple sentences. 

Fifth — Have the pupils write from dictation. 

Sixth — Read a simple story to the pupils, then have 
them write the story in their own language. 

Seventh— Have the pupils learn the use of capital 
letters and marks of punctuation. 

No book on language is needed at this stage of the 
pupils' progress, but they need to be lead by a skillful 
teacher. A skillful teacher is one who can draw out his 
pupils by questioning them on pictures and objects as to 
their form, color, dimensions, origin, value, manufacture, 
and substance which enter into their composition and can 



A BRIEF STUDY IN ENGLISH. 7 

lead them to converse with him on a great number of 
things, which cannot fail to increase their vocabulary and 
enlarge their world of ideas. 

Language should have a place in the daily school 
program, and should receive attention in all school exer- 
cises. In all exercises pupils' habits of speech are in 
process of formation, and should be continually guarded. 
They should learn what to say and how to say it. 

Always require pupils to answer questions in com- 
plete sentences. Illustration : 

Teacher. — What do you see? 

Pupil.— I see a tree. 

Teacher. — What is on the tree? 

Pupil. — Apples are on the tree. 

Teacher. — What is the color of the apples. 

Pupil. — The color of the apples is red. 

Language teaching will not be a success until this 
habit is established in both oral and written work. 

The teacher should require the pupils to write fre- 
quently on subjects, and he should insist on correct 
spelling, capitalization, punctuation and neatness of 
form. 

Following are some suggestive exercises that can well 
be adapted to the work of the 5th, 6th, 7th and 8th grade 
pupils. Many such can be prepared by the teacher. This 
kind of work will prepare the pupil for the advanced 
grammar, as well as bettering his language. 



EXERCISES. 



I 

Write twelve sentences properly using, Is, Are, Was, 
Were. 

II 
Write twelve sentences properly using, This, That, 
These, Those. 

Ill 
Write twelve sentences properly using, A, Ad, The. 



8 A BRIEF STUDY IN ENGLISH. 

IV 

Write ten sentences properly using, There is, There 
are. 

V 
Write twelve sentences properly using, Each, Every, 
Either, Neither. 

VI 
Write ten sentences properly using, Has and Have. 

VII 
Write twelve sentences properly using, Sit, Set, Sit- 
ting, Sat. 

VIII 
Write ten sentences properly using, Lie and Lay. 

IX 
Write ten sentences properly using, Less and Fewer. 

X 
Write twelve sentences properly using, Do, Does, Did. 

XI 
Write twelve sentences properly using, May, Can, 
Must. 

XII 
Write twelve sentences properly using, Might, Could, 
Would, Should. 

XIII 
Write ten sentences properly using, Shall and Will. 

XIV 
Write twelve sentences properly using, Don't, Doesn't, 
Isn't, Aren't. 

XV 
Write twelve sentences properly using, In, Into, On, 
Upon. 

XVI 
Write three simple declarative ; three simple impera- 
tive, and three simple interrogative sentences. Diagram 
each. 



A BRIEF STUDY IN ENGLISH. y 

XVII 

Write three complex declaratives, three complex 
imperative, three complex interrogative sentences, and 
diagram each. 

XVIII 

Write five compound sentences and diagram them, 
XIX 

Write five complex sentences the first containing a 
noun clause subject; the second a noun clause predicate; the 
third a noun clause object of a transitive verb; the fourth 
a noun clause object of a preposition ; the fifth a noun 
clause appositive. Diagram each. 

XX 

Write five complex sentences each containing an 
adjective clause introduced by who, which, ivhat, that and 
as. Diagram each. 

XXI 

Write five complex sentences each containing an 
adverbial clause introduced by conjunctive adverbs. 
Diagram each. 

XXII 

Write five complex sentences each containing an ad- 
verbial clause introduced by a subordinate conjunction. 



niSCELLANEOUS EXERCISES. 

I 
Fill the blanks with set, sat, sit, sitting or setting. 

1. The hen is on her nest. 

2. The sun behind the hills. 

3. Who the basket on the floor? 

4. The basket is on the floor. 

5. Will you on the sofa? 

6. I have there as long as I wish to. 

7. John the box on the table, and it will there 

till he takes it away. 

8. Where were you when you your watch. 



10 A BRIEF STUDY IN E.NGLISH. 

II 

Fill blanks with rise, raise, rose, raised, or risen. 

1. The river has a great deal. 

2. Will you from the floor? 

3. I should have earlier. 

4. Be so kind as to the lamp. 

5. I at six o'clock. 

6. Farmers corn. 

7. The sun has . 

8. The money will be today. 

Ill 

Combine the following groups into complex sentences: 

(a) They saw several other islands. They held on 
their course. There was a chance of being starved to death 
in an open boat. There was a risk of being killed and 
eaten by savages. They preferred the former. 

(b) They had no firearms. Some stones happened 
to lodge in the boat. They threw these back. This was 
their only defence. They could make no other. 

(c) They steered along this reef. They at length 
found an opening. They passed through it into smooth 
water. There they were aide to rest from their toil. 

(d) Daylight came. Their limbs were benumbed 
with cold. They could scarcely continue the work of bal- 
ing. The lives of all depended on their doing so. 

IV 

Write the following adjectives in a column, and 
after each write a word meaning the opposite : 

thick late deep 

soft wide sharp 

cool fast even 

right smooth large 

high old broad 



A BRIEF STUDY IN ENGLISH. 11 



Combine the folloioing statements into continuous sentences. 

1. The next morning the battle began in terrible 

earnest. 
The next morning was the 24th of June. 
The battle begun at daybreak. 

2. Columbus returned to Spain in 1493. 

He had spent some months in exploring the de- 
lightful regions. 

These regions had long been dreamed of by many. 

These regions were now first thrown open to 
European eyes. 

3. We diverged towards the prairie. 
We left the line of march. 

We traversed a small valley. 

4. The Romans defeated Hannibal. 

He was, perhaps, the greatest general of antiquity. 
It was at Zama they defeated him. 

VI 

Change these sentences to express past time : 

1. I lay the book on the desk. 

2. We lie down to sleep. 

3. The mason lays the bricks. 

4. The cows lie in the shade. 

5. The old man lies on the floor. 

VII 

Write the correct abbreviation of each of the following 
words: Sunday, Wednesday, September, Mister, postmas- 
ter, principal, superintendent, barrel*, dozen, interest, 
month, number, post-office, first, second, fourth. 

Write sentences containing the following words used (1) 
as nouns and (2) as verbs: Man. load, work, play, hand, 
whip, heat, chain, stand, fly, strap, point, milk, fan, iron, 
water, fire. 



12 A BRIEF STUDY IN ENGLISH. 

VIII 

Combine the following into sentences forming a continuous 
paragraph: 

A crow stole a piece of cheese. It had lain in a cot- 
tage window. She had discovered it there. She flew into 
a tree. The cheese was in her beak. A fox observed this : 
He came near. He sat under the tree. He began to 
praise the crow. He said this : "Your feathers are 
of a lovely color. I never saw any so beautiful. 
This is true. You have a fine shape. Your air is 
quite elegant. I never heard your voice. It must 
be sweet. I am sure of it. A melodious voice always goes 
along with such beauty. In that case no other bird can 
compare with you." The crow was delighted. She wrig- 
gled about on the branch. She put on graceful airs. She 
thought : "My voice is as fine as my feathers. I will 
show this to the fox." She opened her mouth. She was 
going to sing. The cheese dropped. The fox was watch- 
ing for this. He caught the cheese. It had not yet touch- 
ed the ground. He ran off with it to his hole. His family 
were there. They all ate it together. He told them the 
story. They laughed at the crow's silly vanity. 

IX 

Write sentences containing the word but used as (1) a 
conjunction, (2) a preposition, (3) an adverb, (4) an ad- 
jective. 

X 

In the following sentences distinguish the difference in 
meaning. 

1. That is a very ingenious explanation. 
That is a very ingenuous explanation. 

2. He purposed uniting the two classes. 
He proposed uniting the two classes. 

3. He suggested a practical method. 
He suggested a practicable method. 

4. He made three successive attempts. 
He made three successful attempts. 

5. You referred to it in your sermon. 
You alluded to it in your sermon. 



A BRIEF STUDY IN ENGLISH. 13 

XI 

Which italicized word is preferable, and why? 

1. Excessive use of wine is a bad habit. 
Excessive use of wine is a bad custom. 

2. As soon as you have eaten enough we (will, shall) 

leave. 
As soon as you have eaten sufficient we (will, shall) 
leave. 

3. I am sure that I apprehend your meaning. 
I am sure that I comprehend your meaning. 

4. The whole house is occupied. 
The entire house is occupied. 

5. We begged our friends to help us. 
We asked our friends to help us. 

XII 

Paraphrase the following : 

1. To err is human — to forgive, divine. 

2. To thine own self be true, and it must follow as 
the night the day, thou canst not then be false to any 
man. 

3. Of thy unspoken word thou art master ; thy spok- 
en word is master of thee. 

XIII 

Which of the bracketed ivords is correct, and why? 

1. (Will, shall) you be sorry to leave Boston? 

2. (Will, shall) I be allowed another trial? 

3. He has decided that he (will, shall) not return 



4. He offers a prize to whoever, (will, shall) guess 



it. 

it. 

5. We (would, should) be glad to have you call and 
see it. 

6. What (would, should) we do without you? 

7. He promised that it (would, should) not occur 
again. 



14 A BRIEF STUDY IN ENGLISH. 

ERRORS TO BE AVOIDED. 

Less. Relates to quantity, fewer to number. 

Jlay. Distinguish from can. 

New. Say "a pair of new boots," not "a new pair of 
boots." 

Nice. Do not say "a nice hat," "a nice picture," "nice 
apples," etc., though "a nice point," "it was nicely done," 
etc., is correct. 

Party. Do not use for person. 

Perpetual. Distinguish from continual. 

Posted. Do not use for informed. 

Propose. Distinguish from purpose. 

Some better. Should say somewhat better. 

Stop. Distinguish from stay. 

XIV 

FALSE SYNTAX. 

Correct, giving reason for each correction : 

1. Them boxes must be removed. 

2. Neither of them were there. 

3. Was you with him on Sunday. 

4. This is longer nor that. 

5. You done that too quickly. 

6. Every one of them are black. 

7. Come here quick. 

8. I haven't been nowheres. 

9. Have either of you a pencil? 

10. That dress looks badly. 

11. They done the work pretty well. 

12. The army marched rapid. 

XV 

EXERCISES IN ENGLISH NUMBERS. 

1. Write the plurals of the following: — 

1 Tree 6 mouse 

2 bird 7 sheaf 

3 calf 8 woman 

4 goose 9 ox 

5 knife 10 man 



A BRIEF STUDY IN ENGLISH. 15 

11 tooth 16 fancy 

12 foot 17 negro 

13 clock 18 church 

14 cow 19 wolf 

15 lady 20 monkey 

XVI 

Correct where necessary, the following plurals : — 

1 monies 6 halfs 

2 flys 7 monkeys 

3 chimnies 8 foxs 

4 oxes 9 birchs 

5 vallies 10 gooses. 

XVII 

Name the nouns and tell the number of each : — 

1 What is the news this morning? 

2 Are the tongs in the kitchen? 

3 Name four words which add es to form the plural. 

4 Write the singulars of mice, teeth, oxen. 

5 Name a word which adds ren to form the plural. 

XVIII 

EXERCISES IN ENGLISH CAPITAL LETTERS. 

1. Copy the following words, putting capitals where 
necessary: — 

1 Saturday 6 elm avenue 

2 good friday 7 enjoyment 

3 the reformation 8 Saratoga 

4 the gulf of mexico 9 blacksmith 

5 the battle of Santiago 10 republicans 

2. Write a sentence requiring three capital letters. 

3. Write a sentence containing the name of a friend. 

4. Write the name of some association. 

5. Write the names of three churches. 

6. Write a sentence about a public holiday. 



16 A BRIEF STUDY IN ENGLISH. 

7. Re-write, correcting all errors : — 

1 rudyard kipling. 

2 806 broadway, new york. 

3 the united states of america. 

4 John jones lives in Chicago. 

XIX 

EXERCISES IN ENGLISH — SUBJECT AND PREDICATE. 

Write suitable predicates for the following subjects : — 

1. Two strong men 

2. Several sheep 

3. A bucket of water 

4. Her little brother 

5. A cloud of dust 

Write a suitable subject for the following predicates : 

1. drives the horse. 

2. runs very rapidly. 

3. was hurt yesterday. 

4. ran home. 

5. rolled down the hill. 

Underscore subject and predicate in the following 
sentences : 

1. John ran home. 

2. The cross dog is dead. 

3. A beautiful doll was given to the girl. 

4. I see the star. 

5. Seethe bright moon. 

XX 

Composition subjects for young people. 

The sun The Horse A Chair 

My Dog Coal A Doctor 

The Cow Wood ' Easter 

The Stove Glass Fourth of July 

Snow Butter Spring 

Water Honey The Stars 

Flour My Teacher A Rainy Day 

Our Cat A Visit I made Summer Time 



A BRIEF STUDY IN ENGLISH. 17 

The Moon Our Picnic The Clouds 

An Apple Going to a Party Paper 

Cooking 



What I saw in the City. 

What I saw in the Country. 

A ride on the Cars. 

A Day at the Circus. 

A Day at the County Fair. 

Lazy People. 

Industrious People. 

A Drunkard. 

Making Bread. 

Making a Snow Man. 

Caring for Flowers. 

The Honey Bee. 

The Babbit. 

A Day in the Woods. 

Being Prompt. 



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A BRIEF STUDY IN ENGLISH. 



23 



This is a Scheme for fliscellaneous Written Parsing. We 
Shall Designate it the Brace System. 



Example: — The dog bit the old man. 



The -f ad ^ del art - 

(modifies "dog.' 



fC. N. 

I Neut. 
A J 3rd. 
d °S Sing. 

J Norn. C. 

I Sub. of ' 



old 



f Adj. des. 
J old, older, oldest. 
I less old, least old. 
I Modifies man. 



bit.' 



man \ 
I 



bit 



Y. 

trans. 



fC. N. 
| mas. 

3d. 

sing. 

obj. C. 
tobj. of "bit." 



bite, bit, biting, bit. 
{ Active V. 
Ind. M. 
3d. 
Sing. 
_ Agrees with ''dog." 



i A BRIEF STUDY IN ENGLISH. 

I 1 The Noun. 
I 2 Definition. 
2 2 Etymology of "noun." 
3 2 Classes. 
I 3 Proper. 
2 s Common. 
I 4 Class. 
2 4 Abstract. 

I 5 How formed? 
3 4 Collective. 
4 4 Verbal (?) 
4 2 Properties, or Accidents. 
I 3 Gender. 
I 4 Definition. 
2 4 Masculine. 
3 4 Feminine. 
4 4 Neuter. 
5 4 Common (?) 
6 4 How determined? 
2 3 Person. 
I 4 Definition. 
2 4 First. 
3 4 Second. 
4 4 Third. 
3 3 Number. 

1 4 Singular. 
2 4 Plural. 

3 4 Definition. 
4 3 Case. 

I 4 Definition. 
2 4 Nominative. 

1 5 Dependent. 

I 6 Subject of a finitive verb. 
2 6 Complement of a copulative verb^ 
3 6 Complement of a participle. 
4 6 In apposition. 

I 7 With a word. 

2 7 With a phrase. 

3 7 With a sentence. 



A BRIEF STUDY IN ENGLISH. 25 

2 5 Absolute construction. 
I 6 By direct address. 
2 6 By exclamation. 
3 6 By pleonasm. 
4 6 With a participle. 
5 6 By inscription. 
6 6 By position. 
7 6 In apposition. 
3 4 Possessive. 

I 5 Limiting a noun of same signification. 
2 5 Limiting a noun of different signification. 
3 5 Definition. 
4 4 Objective. 
I 5 Definition. 

2 5 Object of a transitive verb. 
3 5 Object of a preposition. 
4 5 Subject of an infinitive. 
5 5 Complement of an infinitive copula whose 
subject is objective. 
5 5 In apposition. 
6 5 By pleonasm. 
5 2 Declension. 
6 2 Parsing. 

1. What is a concrete noun? Write a list of concrete 
nouns. 

2. What is a gerund*. Write a list of gerunds. 

3. Write ten infinitives used as nouns. 

4. What is an abstract noun? Hoy/ are abstract 
nouns formed? 

5. Write twenty abstract nouns with different 
endings. 

6. Are verbal nouns abstract nouns? 

7. How is a common noun made proper? 

8. How is a proper noun made common? 

9. What is a collective noun? Write ten collective 
nouns. 

10. Write five collective nouns the subjects of some 
form of the verb u be." 



26 A BRIEF STUDY IN ENGLISH. 

11. Are proper nouns ever collective nouns? 

12. How determine whether any word is a noun? 

13. What may become a noun? 

14. Write five compound nouns. 

15. Can a noun consist of more than one word? 
Illustrate. 

16. Write five sentences in which a noun is in appo- 
sition with an other noun. 

17. Write four sentences in which a noun is in appo- 
sition with a pronoun. 

18. What is meant by pleonasm? Illustrate. 



PERSON. 

1. Write six sentences containing nouns in the first 
person. 

2. Write five sentences containing nouns in the 
second person. 

3. Write four sentences containing nouns in the 
third person. 

4. How may you determine what person a noun is? 

5. Give examples of the third person used for the 
first. 

6. What is the person of a noun complement of a 
copulative verb*. 

7. Give the person of the nouns and pronouns in 
the following : 

a. I, Patrick Henry, say again : "Give me lib- 
erty or give me death." 
6. I want you, John, to stay. 

c. John, come to me. 

d. Lucy reads well. 

e. I am the man. 

/. Thou art the man. 

g. He is the man. 

h. Mr. Jones sends his compliments, etc. 

8. In what person is the predicate noun? 



A BRIEF STUDY IN ENGLISH. 27 

NUflBER. 

1. What does number denote? 

2. How is the plural of nouns regularly formed? 
Illustrate. 

8. Give some plurals formed irregularly. 

4. Write all the rules for forming the plurals of 
nouns. 

5. Write a list of nouns that are always singular 
number. 

6. Write a list of nouns that are always plural. 

7. Form the plurals of a, x, 4, if, and, no, yea, nay, 

8. Write a list of nouns that are alike in the singu- 
lar and plural numbers. 

9. Spell the plurals of Rebus, city, court-martial, 
outpouring, lady, prodigy, motto, gas, genius, seaman, 
talisman, Henry, step-son, bandit, index, father-in-law, 
ay, madam, no, ignisfatuns. 

10. Write ten words that have two plural forms. 

11. Write in sentences the plurals of spoonful, hand- 
ful, wagon-load, Miss Brown, Mrs. Smith, Mr. Jones. 

12. What is the plural of goose, a tailor's iron. 

13. Use the plurals of these nouns : Gas, trio, two, 
axis, staff, Cherub, piano, money, if, fungus. 



Which form of the word should be used : 

1. The members of the committee heard this, these 
news. 

2. Tidings, was, were brought to us. 

3. The assets are, is $10,000. 

4. Politics is, are like a stone tied around the neck 
of literature. 

5. Have you seen my pincers? I have lost it, them. 

6. This, these scissors is, are not sharp. 

7. Please pour this, these suds on the plants. 

8. His tactics was, were much condemned. 

9. Please pass that, those molasses. 
10. I like, this, these kind of shoes. 



28 A BRIEF STUDY IN ENGLISH. 

11. The news was, were heard. 

12. The ashes was, were hot. 

13. His lungs is, are strong. 

14. Oats is, are good food for horses. 

15. The shears are, is dull. 

16. The wages of the men are, is not high enough. 

17. Measles are, is a dangerous disease. 

18. Feed the horse some of that, those oats. 



GENDER. 



1. How many methods are there for distinguishing 
sex? Give them. 

2. Write a list of words whose genders are distin- 
guished by different words. 

3. Write a list of words whose genders are distin- 
guished b}^ different terminations. 

4. Write a list of words whose genders are distin- 
guished by prefixes and suffixes 

5. What is personification? Illustrate. 

6. Write sentences to show the masculine or femi- 
nine gender of sun, time, moon, earth, death, ship, oak, 
war, peace, night, anger, fortune, fear, hope and winter. 

7. When objects are personified, how determine the 
genders? 

8. Name some masculine nouns that have no corres- 
ponding feminine. 

9. Name some feminine nouns that have no corres- 
ponding masculine. 

10. Give the corresponding genders of beau, spinster, 
friar, hart, sir, witch, lord, Mr., Charles, Augusta, hero, 
tutor, tiger, landlord, negro, Mr. George. 

11. What is the gender of dog, horse, child, dandy, 
herd, army, jury, and pig. 

12. What gender have abstract nouns? 

13. What gender have collective nouns! 

14. What does gender denote? 

15. To what does gender belong? 



A BRIEF STUDY IN ENGLISH. 29 

Give the gender of the nouns in the following sen- 
tences and give reasons for same : 

1. The sun is the center of the solar system. 

2. The moon is our satellite. 

3. The sun is in his glory. 

4. The moon is in her wane. 

5. The child cried. 

6. The child cried in its cradle. 

7. The dog barked. 

8. The dog followed his master. 

9. The horse was sold for $500. 

10. The horse knows his master. 

11. Mary is a girVs name. 

12. I like the name Mary. 

13. I saw the boy named Henry. 

14. The boy was named John. 

15. His name, John, was accepted. 

16. John sings. 

17. I, Charles, do say it. 

18. We, the people of the United States, etc. 

19. Mary is her name, and it is a good name. 

20. Mary is a girl, and she is a good girl. 



1. Abstract nouns have no plural. 

2. The names of material substances, names of art 
and sciences, and the names of some diseases have no 
plurals. 

3. Seamstress, laundress, milliner, baker, dandy, 
brewer, carpenter, and lawyer have no corresponding 
gender. 



CASE. 



1. How distinguish the case of a noun? 

2. How may the possessive case be known from the 
other cases? 

3. What is the rule for forming the possessive case 
of all nouns? 

4. Show the possessive case of son-in-law and sons- 
in-law. 



30 A BRIEF STUDY IN ENGLISH. 

5. Give the possessive singular and plural of Mary, 
fox, ox, fly, child, mouse, wife, James, lass, Miss and 
goose. 

6. Give the possessive singular and plural of negro, 
lady, foot, bamboo, father-in-law, German, sheep, ox-cart, 
cup-ful, 9, and x. 

7. Write in sentences to show the possessive case of 
Xerxes, Jesus, Morris, goodness, and conscience. 

8. What does declension of nouns mean? 

9. Decline goose, fly, arm, and Mussulman. 

10. Write sentences, illustrating the use of the noun : 

a. In apposition with a sentence ; 

b. In apposition with the subject; 

c. In apposition with a possessive ; 

d. In apposition with a predicate noun ; 

e. In apposition with a pronoun. 



When a noun or a pronoun is used independently, it, 
in fact, has no case, but as the nominative form is always 
used, it is said to be in the nominative absolute case. 

Distinguish the difference in meaning between the 
following : 

1. The president's reputation. The reputation of 
the president. 

2. A mother's love. The love of a mother. 

3. A sister's care. The care of a sister. 

4. A boy's picture. The picture of a boy. 

5. Charles' and Harry's toys. Charles and Harry's 
toys. 

6. Let me tell you a story of Mr. Henry, (Henry's.) 

7. Charles and Henry's work was the same. Charles' 
and Henry's work was the same. 

8. I heard of the man (man's) coming. 

9. We saw the lady (lady's) crossing. 
10. Trust to John (John's) being on time. 



Correct the following : 

1. A dog and a cat's head are differently shaped. 

2. It is neither the captain nor the messenger's duty. 



A BRIEF STUDY IN ENGLISH. 31 

3. How do you like Webster, Stormouth and Wor- 
cester's dictionary? 

4. Do you like Hawthorne better than Irving's style? 

5. John, Henry and William's nose resembles one 
another. 

6. The novel is one of Scott. 

7. I saw him at Mr. Smith the tailor's. 

8. He was sorry for his boy doing wrong. 

9. Paul's the Apostle's epistle. 
10. He stopped at Foster's & Co's. 



Contrast the meaning of the following words : 

1. House, home ; party, person. 

2. Statement, assertion ; verdict, testimony. 

3. The whole, all ; acceptance, acceptation. 

4. Access, accession ; proposal, proposition. 

5. Allusion, illusion, delusion. 

6. Avocation, vocation ; observation, observance. 



Parse the nouns and diagram the sentences : 

1. William, come here. 

2. For the sake of goodness! 

3. Our fathers, where are they. 

4. Harris grammars. 

5. The train having left us, we had to walk. 

6. Wilson, the teacher ■ having over bid us, we failed 
to get the horse. 

7. She wanted John and Henry to go. 

8. We heard Charles say it. 

9. I saw Brown, the banker. 

10. I saw that at Smith's the grocer. 

11. I asked the boy his name. 

12. I told the man a story. 

13. He made the log a boat. 

14. I sent my friend a present. 

15. She made the girl a dress. 

16. They called the boy John. 

17. They called the boy and John. 

18. John the farmer's wife named the girl Mary. 



32 A BRIEF STUDY IN ENGLISH. 

19. He was asked a question. 

20. The girl was taught History. 

21. The good alone are great. 

22. We pity the poor. 

23. We made him president. 

24. Man became a living soul. 

25. He was considered a miser. 

26. Good boys become good men. 

27. Who became president? 

28. Become a worthy scholar. 

29. They elected him chairman. 

30. He is called the speaker. 

31. No one heard of that man asking for office. 

32. The writer being a worthy man is not doubted. 

33. Brown being sick prevented his going. 

34. The captain of the Fulton's wife died last year. 

35. John the teacher's mother is old. 

36. His father seems old. 

87. He is the Washington of our time. 

38. Are you going to the Falls this summer? 

39. His name is John. 

40. I like to hear the singing of the children. 



Tell the difference in meaning of : 

1. He is a man of great ability (capacity.) 

2. A good character, (reputation) is an excellent 
possession. 

3. It is his habit (custom) to speak rapidly. 

4. That was a great discovery (invention.) 

5. He was elected by a (majority) plurality. 

6. His death was caused by the doctor's neglect 
(negligence.) 

7. This man has a plenty and (abundance.) 

8. Please copy this receipt (recipe.) 

9. They have found the site (situation) of the 
temple. 

10. I have many relations (relatives.) 

11. I was amazed at her deceit (deception.) 

12. This is a queer organism (organization.) 



A BRIEF STUDY IN ENGLISH. 66 

I 1 The Pronoun. 
I 2 Definition. 
2 2 Etymology. 
3 2 Classes. 
I 3 Personal. 
I 4 Simple. 
2 4 Compound. 
2 3 Relative. 
I 4 Simple. 
2 4 Compound. 
B 4 Double (?) 
4 4 Compound double (?) 
3 3 Interrogative. 
I 4 Definition. 
2 4 Indefinite. 
4 3 Demonstrative.* 

I 2 This, that; these, those. 
5 3 Indefinite.* 

I 2 One, none, some, any, other, either, 
neither, each, every, aught, naught, 
else, sundry, several, all, certain, with 
their various compounds. 
4 2 Properties. 
I 3 Gender. 
I 4 Masculine. 
2 4 Feminine. 
3 4 Neuter. 
4 4 Common (?) 
2 3 Person. 
I 4 First. 
2 4 Second. 
3 4 Third. 
3 3 Number. 
I 4 Singular. 
2 4 Plural. 
4 3 Case. 

I 4 Nominative. 
I 5 Dependent. 

*The demonstratives and indefinites when used to modify the meaning of 
nouns, are adjectives. 

(3) 



34 A BRIEF STUDY IN ENGLISH. 

I 6 Subject of a finitive verb. 
2 6 Complement of a copulative verb. 
3 6 Complement of a participle. 
4 6 In apposition. 
I 7 With a word. 
2 7 With a phrase. 
3 7 With a sentence. 
2 4 Possessive. 
3 4 Objective. 

I 5 Object of a transitive verb. 

2 5 Object of a preposition. 

8 5 Subject of an infinitive. 

4 5 Complement of an infinitive whose 

subject is objective. 
5 5 In apposition. 
6 5 By pleanasm. 
5 2 Declension. 
6 2 Parsing. 



1. To what is the term antecedent applied? Why is 
it so called f 

2. What aro the simple personal pronouns? Name 
them. 

3. What is a relative pronoun? Name them. 

4. Write all the relative pronouns in sentences. 

5. Name the interrogatives and give sentence con- 
taining them. 

6. How are we to tell whether the pronoun is inter- 
rogative or relative in indirect sentences? 

7. Is the answer to a question, the antecedent of an 
interrogative pronoun f 

8. How is the editorial "we" used? 

9. Decline I ; thou ; he ; she ; it. 

10. Is we the plural of If 

11. What is the antecedent of we? 

12. What is a responsive pronoun? Illustrate. 

13. Give examples of reflexive pronouns. 

14. What may the antecedent of a pronoun be? Give 
examples. 

15. Has the relative ivhat an antecedent? 



A BRIEF STUDY IN ENGLISH. 35 

16. Contrast the uses of the personal and relative 
pronouns. 

17. Which relative pronoun is never used in explana- 
tory clauses? 

18. Which relative pronouns are used in explanatory 
clauses? 

19. What are the uses of the compound personal 
pronouns? 

20. Give the history of its. 

21. Discuss the uses of as ; it; what ; mine ; thine ; 
whatever ; ye ; thou ; thy ; ours ; hers ; which. 

22. Give the antecedent of the following pronouns : 
(1) It, is, I. (2) It is a man. (3) It is a girl. (4) It is 

a tree. (5) It rains. (6) It talks. (7) It is we. (8) We saw 
it. (9) We are here. (10) You are a man. (11) You come 
to me. (12) Who is it? (13) I lost that hat of mine. (14) 
That horse of mine is lame. (15) Give me what you have. 



Insert I, me, or myself in the blank spaces in the 
following : 

1. Taking the train, my brother and went to 

the city. 

2. The walk was beneficial to both Mr. A and . 

3. Between you and affairs are not as they 

should be. 

4. He is taller than . 

5. May John and go for water f 

6. Please let Mary and go home. 

7. They met Karl and on the road. 

8. Who is there? Only . 

9. It was who saw you do it. 

10. I was beside . 

11. Would you go if you were ? 

12. All have gone except you and . 

13. Was it that you heard? 

14. Is it that you wish to see? 

15. Its being should make no difference. 

16. She knew it to be • by my step. 

17. He wished to be . 



36 A BRIEF STUDY IN ENGLISH 

18. It could not have been . 

19. No one is here but you and . 

20. I saw it . 

Parse the pronouns and diagram the sentences : 

1. That horse of mine is lame. 

2. Ours are as good as yours. 

3. You must blame yourself for your loss. 

4. Them that honor me, I will honor. 

5. I myself am to blame. 

6. He thought I was she. 

7. They themselves deem it wise. 

8. It is I and not he. 

9. It is he, but it should have been she. 

10. You yourself know it to be him. 

11. I myself am your friend. 

12. I wish to be he. 

13. I wish you to be him. 

14. It came to a fight. 

15. Go it while you are young. 



Insert he, him, or himself in the blanks in the fol- 
lowing : 

1. John wrote the letter. 

2. You are as tall as . 

3. I know that it is . 

4. I know it to be . 

5. It was . 

6. James can run as fast as . 

7. Let who did it answer. 

8. Whom can we trust, if not . 

9. Was it or whom you saw? 

10. I said it was . 



Insert she, her, or herself in the following : 

1. It was that did it. 

2. Are you sure that it was ? 

3. If anyone is on time it is sure to be 

4. I am as good as . 

5. Girls like are good company. 



A BRIEF STUDY IN ENGLISH. 37 

6. She did it. 

7. Would you wish to be ? 

8. Mary does not seem today. 

9. It is just like . 

10. Henry is older than . 



Insert they, them, themselves in : 

1. and their children came to town. 

2. We are as rich as . 

3. Was it ? 

4. They did it . 

5. It was that saw it. 



Insert who, whom, whoever, or whomever in : 

1. were you going to send it to? 

2. do men say that I am? 

3. do men think me to be? 

4. am I thought to be? 

5. do you think will get the prize? 

6. I do not know to compare him to. 

7. is that for? 

8. did you say is going with you? 

9. did you take me to be? 

10. do you think it was that came? 

11. did you think it was? 

12. Give it to seems to be most in need of it. 

13. I do not know to ask for. 

14. did he refer to, he (him) or I (me)? 

15. I do not know to ask. 

Diagram the above sentences and parse all the most 
difficult words in the same. 



Diagram the sentences and parse italicized words. 

1. It is I ivhom you consider rich. 

2. He and I whom all esteem ought to do right. 

3. I am staying at her home whose mother I love. 

4. Who are the persons that talk so loudly? 

5. The horse on which you rode is my father's. 

6. He sold xohat was left. 



38 A BRIEF STUDY IN ENGLISH. 

7. Whatever is, is right. 

8. Take whichever you like best. 

9. Do you see what I have? 

10. He saw what I did. 

11. He asked what I did. 

12. Do you know what I have? 

13. Tell me what to say. 
14? I know what to say. 

15. I care not what he thinks. 

16. Give me what you have. 

17. Give me what money you have. 

18. Whatever he found he kept. 

19. Whatever money he found he kept. 

20. WTiosoever will may come. 

21. I do not know who is in the house. 

22. I do not know the man ivho is in the house. 

23. Such as I have, give I unto you. 

24. What did you say? 

25. Who are you ? 

In the above, be careful to distinguish the indefinite 
interrogatives from the relative pronouns. 



1. In what person and number are the interrogative 
pronouns ? 

2. Discuss as to the correctness of the following : 
(a.) Who come there? (b) Who go there? (c) Who 

are at the fair? (d) Who are with him? (e) What are on 
the desk? (/) What are in the basket? What are in front 
of you? 

3. Contrast the use of which and what. 

4. With what does the interrogative pronoun agree? 

5. Does the answer to the interrogative pronoun de- 
termine the gender, person, and number of the interroga- 
tive pronoun? 

6. Carefully study the following as to gender, person 
and number : 

(a) Who is at the door? I. 

(b) Who is coming? We. 

(c) Who comes there? The boys. 

(d) Who comes there? The girls. 



A BBIEF STUDY IN ENGLISH. 39 

(e) What do you see? A man. 

(/) Who is with him? John and Mary. 

(g) What am I? A teacher. 

(K) Who is there? We, the boys. 

(i) Which will you have? Henry. 

7. What is an indefinite interrogative pronoun t 

8. Give tests of the relative and indefinite interroga- 
tive pronouns. 

Diagram the sentences following and parse the pro- 
nouns : 

1. I know John who comes. 

2. I know who comes. 

3. I saw him who plays ball. 

4. I saw who plays ball. 

5. I know the man who found the book. 

6. I know who found the book. 

7. I know who discovered America. 

8. I saw what you have. 

9. I know what he has. 

10. He asked me what I wanted. 

11. I am what I am. 

12. I can tell whom you see. 

13. I see what is most just. 

14. He asked who was there. 

15. She inquired what he was going to do. 

16. I know who did it. 

17. I know whose fault it is. 

18. I know whom you blame for it. 

19. I know which of them did it. 

20. Who are your friends? 

21. Who art thou? Who am I? 

22. Tell me what to say. 

23. He said that that that that that boy parsed, was 
not that that that that boy was to parse. 

24. She asked what he was going to do. 



Which form is preferable and why? 

1. I heard of him (his) coming home. 

2. What is the good of your (you) going now? 



40 A BRIEF STUDY IN ENGLISH. 

3. Do you remember me (my) speaking to you? 

4. Trust to me (my) being on time. 

5. Are you surprised at it (its) being he (him.) 

6. Look at him (his) reading a book. 

7. You (your) writing so neatly secured for you the 
position. 

8. He depends on us (our) passing the examination. 

9. There is no use in me (my) trying to learn. 
10. Do you look for me (my) coming. 



I 1 The Adjective. 
I 2 Definition. 

2 2 Etymology. 
3 2 Classes. 

I 3 Descriptive or qualifying. 
I 4 Common. 
2 1 Proper. 
3 4 Participial. 

2 3 Definitive. 

I 4 Article. 
I 5 Definite. 
2 5 Indefinite. 
2 4 Numeral. 
I 5 Indefinite. 
2 5 Definite. 
I 6 Cardinal. 
2 6 Ordinal. 
3 6 Multiplicative. 
3 4 Pronominal. 
I 5 Distributives. 
2 5 Demonstratives. 
3 5 Interrogatives. 
4 5 Indefinites. 
4 2 Property or Comparison. 
I 3 Kinds. 

I 4 Ascending. 
2 4 Descending. 
2 3 Degrees. 
I 4 Positive. 
2 4 Comparative. 



A BRIEF STUDY IN ENGLISH. 41 

3 4 Superlative. 
3 3 Methods. 

I 4 By different terminations. 
2 4 By different words. 
3 4 By prefixes. 



1. Do little and much limit singular or plural nouns? 
Illustrate. 

2. Show that any, such, all, some, same, latter, 
farmer and own may be used with either singular or 
plural nouns. 

3. Are many, several, both, and few, used with 
singular or plural nouns? Give examples. 

4. Which adjectives cannot be compared? 

5. Compare famous, amiable and lovely. 

6. When are adjectives said to be redundant? Give 
examples. 

7. Compare bad, ill, much, little, and many. 

8. When are adjectives said to be defective? Il- 
lustrate. 

9. Compare far, fore, near, hind, out, up, in, low, 
and late. 

10. Define diminutive degree and give examples. 

11. Would you say the first two, or the two first? 
Why? 

12. Which is right to say page twenty or page 
twentieth. 

13. Distinguish between older, oldest, and elder, 
eldest. 

14. What is the difference between later, latest, and 
latter, last. 

15. Distinguish between farther, and further. 

16. What adjectives do not admit of comparison? 



Tell the difference in meaning between : 

1. The (a) house is being built. 

2. I heard (the) shouts on the hill. 

3. (The) teacher and (the) pupil are in the house. 

4. A young and a strong girl. 



42 A BRIEF STUDY IN ENGLI8H. 

5. The wise and (the) good people. 

6. The black and (the) white dog. 

7. The farmer, (the) soldier, (the) statesman. 

8. A president and (a) secretary. 

9. A cotton and (a) silk ribbon. 
10. The tenth and the last row. 



Insert the proper article in the following : 

1. He suffered from want of food. 

2. Did he die of heart disease? 

3. I studied fourth and pages. 

4. I saw a black and white boy today. 

5. lion is king of beasts. 

6. whole is greater than any of its parts. 

7. children of poor are sadly in need of food. 

8. Here are two cups, one full of red liquid 

and other empty. 

9. They were seen both on hill and in 

valley. 

10. life in camp in time of war is not de- 
sirable. 



1. Give examples of other parts of speech used as 
adjectives, 

2. Give a list of adjectives that do not admit of 
comparison. 

3. Form proper adjectives from Spain, Britain, Aus- 
tria, Ireland, Mexico, Holland, Egypt, Germany, Asia, 
Ohio, Pale, Europe. 

4. What is a predicate adjective? Give examples. 

5. What is a factitive adjective? Illustrate. 

6. What is an appositive adjective? Give examples. 



Use correctly the following. 

1. Good, well ; near, nearly ; less, fewer, smaller. 

2. Most, almost ; some, somewhat, something. 

3. First, second, secondly ; this these ; that, those. 

4. Healthy, healthful, wholesome ; scared, afraid. 

5. Grand, gorgeous, awful, splendid, elegant, lovely, 
magnificent. 



A BRIEF STUDY IN ENGLISH. 43 

Diagram these sentences and parse the principal 
ivords : 

1. To be good is to be happy. 

2. To be called cruel is to be deemed bad. 

3. Being old is being feeble. 

4. The apple is good. To love is right. 

5. That we should be good is true. 

6. He made the ball round. 

7. The ball was made round. 

8. The ride made me sick. 

9. She was made sick. 

10. The boy became good. 

11. The boy will be good. 

12. For you to be called rich seems proper. 

13. The dead tree appeared alive. 

14. He seems honest. 

15. They made the boy happy. 

16. He, kind to those he met, became a hero. 

17. The aged man spent with toil came home. 

18. The boy stiff with cold cried. 

19. He, courted and nattered, soon lost his senses. 

20. He made the door fast. 

21. He painted the house red. 

22. He was deemed wise. 
.23. Man became lost. 

.24. Good boys make good men. 

.25. The milk turned sour. 

26. He was found to be right. 

27. He is anxious to succeed. 

28. He was ordered to sit down. 

29. The water tastes warm. 
50. They found him dead. 

31. He struck the man dead. 

32. He was struck blind. 



Which is preferable? Give reasons. 

1. Write careful, (carefully.) 

2. Speak slow (slowly) and distinct (distinctly.) 

3. He behaved bad (badly.) 

4. I am tolerable (tolerably) well today. 



44 A BRIEF STUDY IN ENGLISH. 

5. He writes plainer (more plainly) than I do. 

6. She dresses suitable (suitably) to her station. 

7. I live free (freely) from care. 

8. Walk as quiet (quietly) as you can. 

9. We found the way easy, (easily.) 

10. It looks well (good.) 

11. His hat looks good (well.,) 

12. This carriage rides easy ^easily.,) 

13. How sweet (sweetly,) these flowers smell. 

14. We arrived safe (safely.,) 

15. This milk tastes sour (sourly.) 

16. This coat goes on easy (easily.,) 

17. Luther stood firm (firmly.) 

18. The cry sounded shrill f shrilly.,) 

19. Larks sing sweet (sweetly.) 

20. She works good (well) and neat fneatly./ 



I 1 The Verb. 
I 2 Definition. 
2 2 Etymology. 
3 2 Classes. 

I 3 As to relation to subjects. 
I 4 Finite. 
2 4 Infinite. 
I 5 Infinitives. 
2 5 Participles. 
2 3 As to relation to objects. 
I 4 Transitive. 
2 4 Intransitive. 
3 3 As to completeness of predication. 
I 4 Attributive. 
2 4 Copulative. 
4 3 As to form. 

I 4 Regular or Weak. 
2 4 Irregular or Strong. 
I 5 Complete. 
2 5 Redundant. 
3 5 Defective. 
5 3 As to rank. 
I 4 Principal. 



A BRIEF STUDY IN ENGLISH. 45 

2 4 Auxiliary. 
I 5 Of voice — am. 
2 5 Of mode — may, can, must. 
3 5 Of tense — have, had, shall, will. 
4 5 Of style— do. 
4 2 Parts. 

I 3 Principal. 
I 4 Present Indicative. 
2 4 Past Indicative. 
3 4 Present Participle. 
4 4 Past Participle. 
2 3 Auxiliary. 
5 2 Properties. 
I 3 Voice. 
I 4 Active. 
2 4 Passive. 

I 5 How formed? 
2 5 How distinguished? 
35 Why used? 
2 3 Mode. 

I 4 Incidative. 
2 4 Subjunctive. 
3 4 Imperative. 
4 4 Infinitive. 
5 4 Potential (?) 
6 4 Participial (?) 
3 s Tense. 
I 4 Primary. 

I 5 Present ( Simple. 

2 5 Past — ^ < Emphatic. 

3 5 Future-^"^ ( Progressive. 
2 4 Secondary. 

I 5 Present perfect f Simple. 

2 15 Past perfect — ^ ■] Emphatic. 

3 5 Future perfect ^^ (Progressive. 
4 3 Person. 
5 3 Number. 
6 2 Conjugation. 
I 3 Active voice. 
2 3 Passive voice. 
7 2 Parsing. 



46 A BRIEF STUDY IN ENGLISH. 

1. Give the meaning of transitive, intransitive and 
copulative verbs. 

2. What are weak and strong verbs? Why are they 
so called. 

3. What is a complement of a verb? 

4. What may be a complement of a verb? Give 
examples. 

5. Of what use is the passive voice? 

6. What verbs have voice? Why? 

7. Show the difference between finite and infinite 
verbs. 

8. What are auxiliary verbs? Why are they so 
called? 

9. How use the auxiliaries has, had, have, hast and 
hadst. 

10. What is meant by the principal parts of a verb? 

11. Give the meaning of mode. 

12. What is a personal verb? An impersonal verb? 
Give examples. 

18. Give examples of verbs that are usually transi- 
tive, being used intransitively. 

14. Give examples of verbs that are usually intrans- 
itive, being used transitively. 

15. What is the important point of difference be- 
tween the indicative mode and the subjunctive model 

16. Why is the participle so called? 

17. What is the original meaning of shall? Of will? 

18. How are the perfect tenses formed? The pro- 
gressive tenses? The future tenses? Give examples of 
each. 



Parse the verbs in the following : 

1. I study. I study history. 

2. She sings. She sings a song. 

3. She can look daggers. 

4. The book was disposed of. 

5. He cast up the account. 

6. He laughed at me. 

7. We were laughed at. 

8. They say the man came to. 



A BRIEF STUDY IN ENGLISH. 47 

9. Did you see the horse try to get up! 

10. We laughed ourselves hoarse. 

11. He drank himself drunk. 

12. He broke the pen. 

13. The pen was broken. 

14. The man plowed the field. 

15. The field was plowed. 

16. The boy is hurt. The boy was hurt. 

17. I am seen. I was seen. 

18. She walks a queen. 



Change the verbs in the following to the other tenses : 

1. I beseech you to hear me. 

2. The wind blows furiously. 
8. I do it myself. 

4. The enemy flee before us. 

5. The door flies open. 

6. The birds fly away. 

7. The river overflows its banks. 

8. Charles sees me coming. 

9. Mr. Adams shoes my horse. 

10. The sun wakes me in the morning. 

11. The bell rings at six o'clock. 

12. She sings sweetly. 

13. He lights the lamps. 

14. The birds light on the tree. 

15. He flees at the sound of voices. 

16. He comes in and lays his coat on a chair. 

17. He drinks water freely. 

18. Armed men spring up on all sides. 

19. The ship sinks with all on board. 

20. I bid you come in. 

21. He bids $40 on the horse. 

22. The cat lies on the rug. 

23. He swims well. 

24. John runs a race. 

25. I am in the house. 

26. I see a man. 

27. He smites me on the face. 

28. They forsake one another. 



48 A BRIEF STUDY IN ENGLISH. 

29. I know the way to town. 

30. They write letters home. 



be: 



Discuss the following : 

1. The pen was broken by the boy. 

2. My pen has been broken for a week. 

3. He is without a home. 

4. He is homeless. 

5. He is in health. Health is in him. 

6. He is in Chicago. Chicago is in him. 

7. He is in the house. 

8. Predicate complements of incomplete verbs may 



(a) A noun or pronoun. 
(6) An adjective. 
(c) An infinitive phrase. 
(dj A prepositional phrase. 
(e) A noun clause. 
Give examples of each. 
9. May and can. 

10. Sit, sat; lie, lay. 

11. Subjunctive mode. 

12. Gerunds and participles. 

13. I go a fishing. 

14. The number and person of a verb. 

15. Form of the verb in the subjunctive mode, and 
when "I" or "you" is subject. 



Study shall and will as is suggested by the following 
outline : 

l 1 Signs of the future tense. 
I' 2 Shall. 

I 3 Original meaning of 
2 3 Used in the first person. 
I 4 To merely foretell. 
2 4 To ask permission. 

3 4 To ask questions with the personal pro- 
nouns of the first person. 
3 8 Usod in the second and third person. 



A BRIEF STUDY IN ENGLISH. 49 

l 4 To express a promise. 
2 4 To express a command. 
3 4 To express a threat. 
2 2 Will. 

I 3 Used in the first person. 
I 4 To express a resolution. 
2 4 To express a promise. 
2 3 Used in the second and third person. 

I 4 To express simple futurity. 
3 3 Used in the second person in interrogative 
sentences. 

I 4 To express a wish or intention. 
4 3 Never used with nominative case in inter- 
rogative sentences. 



Distinguish in meaning between : 

1. I will (shall) meet you. 

2. Will he come? Shall he come? 

3. You will (shall) repent of this. 

4. He will (shall) not see us. 

5. Shall (will) we stay at home? 

6. Shall (will) you stay at home? 

7. He shall (will) not be left. 

8. I will (shall) be the last to go. 

9. He said he would (should) not go. 

10. The man will (shall) speak. 

11. We will (shall) be avenged. 

12. We will (shall) go, nothing can prevent us. 

13. I think it will (shall) rain today. 

14. Will f shall) you stay with us today? 

15. I shall fwili; read awhile. 

16. Shall (will) I see him? 

17. Shall (will; I read? 

18. You shall (will; have these pens. 

19- I shall (will) be happy to accept your invitation. 

20. If I should (would) strike him, he would 

(should) fall. 

(4) 



50 A BRIEF STUDY IN ENGLISH. 

Distinguish in meaning between : 

1. I wrote and I was writing. 

2. I had suDg, and I have sung. 

8. I shall see, and I shall have seen. 

4. I play, and I am playing. 

5. I shall write, and I shall be writing. 

6. I do write, and I write. 

7. I wrote, and I did write. 

8. I hit the ball, and the ball was hit. 

9. The house stood (has stood) 20 years. 

10. The man came (has come) to town. 

11. He should stay (have stayed) here. 

12. He ought to go (have gone.) 

13. I could go (have gone) alone. 

14. He must be (have been) tried. 

15. It rained (has rained) for two weeks. 

16. He appeared to be (have been) crying. 

17. We need not go. We need not have gone. 

18. He may go (have gone.) 

19. He saw (had seen) the show. 

20. He will see (shall have seen) the man at ten 
o'clock. 

21. I may go, and I can go. 

22. May I leave the room, and can I leave the room? 

23. He may read, and he can read. 

24. Could I go, and might I go? 

25. I might go, and I might have gone. 



A study outline of the subjunctive mode: 

l 1 Subjunctive mode. 
I 2 Definition. 
2 2 Etymology. 
3 2 How introduced. 
4 2 What it may express. 

I 3 A future event about which we are uncer- 
tain. 
2 3 A wish. 
3 3 An intention. 



A BRIEF STUDY IN ENGLISH. 51 

4 3 A condition regarded as untrue or uncer- 
tain. 
5 3 A consequence that is untrue because a con- 
dition is untrue or uncertain. 
5 2 Note the points of difference between the sub- 
junctive mode and the indicative mode. 



What thought is expressed in the following sentences? 
Give mode of verbs. 

1. Take heed, lest thou fall. 

2. Though it rain fire, I will go. 

3. I wish I were there. 

4. The decision is that you go to school. 

5. I shall not come, if it should rain. 

6. If he had listened to me, he would now be well. 

7. I would go, if I were he. 

8. I will sing, if you listen. 

If a verb expresses a fact it is in the indicative mode. 



Diagram the following sentences and parse the verbs : 

1. If he had come, we would have listened. 

2. As is the teacher, so is the school. 

3. Were death denied, fools would wish to die. 

4. If the book, be in the library, you can have it. 

5. If the book were in my library you could have it. 

6. If the book is in my library, you can have it. 

7. If it rain, you shall go. 

8. If it rained, you should not have gone. 

9. If it rains, I will not go. 

10. If he was there, he fought bravely. 

11. I may go to town tomorrow. 

12. I think it will be thine. 

13. We be twelve brethren. 

14. Lord, if thou hadst been here, my brother had 
not died. 

15. Had I met you in the city, I would not have 
known you. 

16. If thou be the Son of God, come down. 



52 A BRIEF STUDY IN ENGLISH. 

17. Law wills that all be known. 

18. They decked it with gold, that it move not. 

19. If he do not hear, I am mistaken. 

20. If he does not hear, now, I am mistaken. 

21. If it were not so, I would have told you. 



1 The Verbals. 
I 2 Gerund. 

I 3 Definition and Etymology. 
2 3 How used? 
2 2 The Infinitive. 

I 3 Definition and Etymology. 
2 3 Use. 

I 4 Substantive. 
2 4 Adjective. 
4 4 Adverbial. 
3 3 Subject. 

I 4 Sometimes omitted. 
2 4 Case. 
3 4 May be. 
I 5 Noun. 
2 5 Pronoun. 
3 5 Adjective, 
4 5 Participle. 
5 5 Infinitive. 
6 5 Clause. 
4 3 Predicate complement. 
I 4 Case. 

I 5 Nominative. 
2 5 Objective. 
2 4 May be. 
I 5 Noun. 
2 5 Pronoun. 
3 5 Adjective. 
4 5 Participle. 
5 5 Infinitive. 
6 5 Clause. 
5 3 Properties. 
I 4 Tense. 



A BRIEF STUDY IN ENGLISH. 53 

2 4 Mode. 
3 4 Voice. 
6 3 Infinitive form of Abridgment. 
I 4 Used in abridging. 
I 5 Adjective clauses. 
2 5 Adverbial clauses. 
3 5 Substantive clauses. 
7 3 Constructions. 
I 4 As a noun in — 

l 5 The nominative case. 
I 6 Subject of a finite verb. 
2 6 Predicate of a finite verb. 
3 6 In apposition with a word. 
4 6 In apposition with another infinitive. 
2 5 The objective case. 
I 6 Object of a verb. 
2 6 Object of a participle. 
8 6 Object of a preposition. 
4 6 Subject of another infinitive. 
5 6 Predicate, objective of another infin- 
tive. 
3 5 The absolute case. 
I 6 With a participle. 
2 6 By pleonasm. 
3 6 By exclamation. 

4 6 In apposition with a word in the ab- 
solute case. 
2 4 As an adjective. 

I 5 Limiting a noun directly. 
2 5 With the use of predicate complement. 
3 4 As an adverb. 
I 5 Limiting a verb. 
2 5 Limiting an adjective. 
3 5 Limiting an adverb. 
8 3 How determine the constructions? 

I 4 By arranging the elements in natural 

order. 
2 4 By dropping expletives and apparent 

subject. 
3 4 By supplying ellipsis. 



54 A BRIEF STUDY IN ENGLISH. 

4 4 By comparing similar known construc- 
tions. 
5 4 By changing the infinitive to the third 
class element from which it was abridged. 
3 2 The Participle. 
I 3 Definition. 
2 3 Etymology. 
3 3 Classes. 
I 4 Present. 
I 5 Use. 

I 6 Substantive(?) 
2 6 Adjective. 
3 6 Adverbial (?) 
2 5 Formation. 
2 4 Perfect. 
I 5 Use. 

I 6 Adjective. 
3 4 Compound. 

1 5 Formation. 

2 5 Origin. 

3 5 Use. 

I 6 Substantive (?) 
2 6 Adjective. 
3 6 Adverbial (?) 
4 3 Constructions. 
I 4 *As a noun (?) 

I 5 In the nominative case. 

1 6 Subject of a finitive verb. 

2 6 Predicate complement after a fini- 
ite verb. 

3 6 In apposition with another partici- 
ple. 

2 5 In the objective case. 

I 6 Object of a verb. 

2 6 Object of a preposition. 

3 6 Objective subject of an infinitive. 

4 6 Objective predicate of an infinitive. 
3 5 In the absolute case. 

*It is better to consider this construction not participles but gerunds. 



A BRIEF STUDY IN ENGLISH. 55 

l 6 By pleonasm. 
2 6 With another participle. 
3 6 In apposition. 
4 6 By exclamation. 
2 4 As an adjective. 

I 5 Limiting a noun directly. 
2 5 Used as a predicate complement. 
3 4 As an adverb (?) 

I 5 Limiting an adjective (?) 
2 5 Limiting a verb (?) 
5 3 Participial form of abridgment. 
I 4 Used to abridge — 
l 5 Substantive clauses. 
2 5 Objective clauses. 
3 5 Adverbial clauses. 
I 3 Of time. 
2 6 Of cause. 
3 6 Of condition. 
6 3 Case of a noun used as subject of predicate 

of a participle. 
7 3 Difference between a participle with the 
construction of a noun and a participial 
noun (?) 
8 3 Difference between a participle with the 
construction of an adjective and a partici- 
pial adjective (?) 



1. Write in sentences all the participial and infini- 
tive constructions of see, go, come, do, sing, blow, fly, and 
strike. 

2. What is a gerund? Give examples. 

3. How many forms has the infinitive ? Give ex- 
amples. 

4. Have all finite verbs subjects? Why? 

5. Have all infinitives and participles subjects? 
Why? 

6. When is the infinitive sign, "to," omitted? 

7. Is "to" in, to see, a preposition? Why? 

8. How may a verb in the active voice be changed 
to the passive? 



56 A BRIEF STUDY IN ENGLISH. 

9. What is meant by objective subject, and objective 
predicate? Illustrate. 

10. The infinitive has how many tenses? 



The objective subject and objective predicate. 
Proofs. 

1. Compare the definitions and the "say sos" of the 
best authors. 

2. Reason from the standpoint of voice. It is a fact 
that if we change a verb from the active to the passive 
voice, its object in the active becomes its subject in the 
passive, and its subject in the active becomes the object 
of a preposition in the passive. 

3. Study carefully the following : 
(a) John struck him. 

(6) He was struck by John. 

(a) It is wrong for him to strike John. 

(b) It is wrong for John to be struck by him. 

(a) For him to strike John is wrong. 

(b) For John to be struck by him is wrong. 

(a) I wish that he was a teacher. 

(b) I wish him to be a teacher. 

(a) I told him that he should go. 

(b) I told him to go (?) 

(a) I told him that he should be a teacher. 

(b) I told him to be a teacher. 

(a) That he should lie is base. 

(b) For him to lie is base. 



well. 



Diagram the sentences and parse : 

1. He thinks it to be wrong to steal. 

2. I think it not to be to die to sleep. 

3. To whisper, having been forbidden, all went 



4. Delightful task, to rear the tender thought ! 

5. To go or not to go, that is the question. 

6. Time to come is called future. 

7. Those goods are to be sold. 

8. He came to assist me. 



A BRIEF STUDY IN ENGLISH. 57 

9. That fruit is good to eat. 

10. Wishing to see my brother, is what brings me 
here. 

11. Paul was about to open his mouth. 

12. To die to escape from this existence is dreaded 
by all. 

13. His desire to teach is now gratified. 

14. It is light enough to go. 

15. It is not to die to sleep. 

16. These apples are to be eaten. 

17. I wish to be he. 

18. To kill your brother ! Shame ! Shame ! 

19. I like to study my lesson. 

20. I wish you to be a preacher, but I wish to be a 
teacher. 



Diagram the sentences and parse : 

1. It is hard work to plow. 

2. He thinks it to be hard work to teach. 

3. I desire him to teach. 

4. I told him to teach. 

5. Those apples are good to eat. 

6. I think it to be wrong to steal. 

7. I bought a book for you to read. 

8. It is better to fight tor the good than to rail at 
the ill. 

9. We expect John to see us. 

10. They expected him to be a preacher. 

11. They are eager to hear the news. 

12. It is gain for me to die. 

13. I think it base to lie. 

14. I wish to be Caesar ; whom do you wish me to be? 

15. Hope shows it to be the shadow of an infinite 
bliss to come. 

16. It is natural for man to indulge in the illusions 
of hope. 

17. To be a thief is criminal. 

18. It is greater to be a man than, being a man, to 
be a king. 



53 A BRIEF STUDY IN ENGLISH. 

19. To become a brother of the insensible clod, to 
die is that, that frightens us all. 

20. To teach a man to be an orator is little less than 
to teach him to be a poet. 

21. I am going out in the new boat. 

22. Viola will teach the boy how to use the fuel. 

23. He will allow them to take any mule they ask for. 

24. He or you laid the coil of rope on the new couca. 

25. I will give you the bureau for half the money in 
the bank. 

26. I fail to see how you are right in taking the cow 
they own. 

27. It will be to our advantage to know each item in 
the bill. 

28. He and she live an ideal life, though they fail in 
loyalty to the empire. 

29. Isaac will allow us to use half the income of th© 
farm in Illinois to go to China. 

30. Though it will be out of my power to go, I hop^ 
you will all enjoy the voyage to Cuba. 

31. It is impossible for us to be in the city soon, 

32. Esty is as anxious as Jessie to satisfy us. 

33. The subject itself seems to me to suit the speech. 

34. I am sorry to see several of the boys smoking. 

35. Because of such errors he has to vacate his office. 

36. In his speech to the police he will speak specially 
of the spies. 

37. Special laws looking to the safety of savages 
will soon be in force. 

38. James says it will be an impossibility to revise 
his speech in six hours. 

39. My son has as many books on the subject as he 
has time to peruse. 

40. I assume the assets of the house are such as will 
suffice to satisfy Ezra. 



Diagram the sentences and parse : 

1. Playing ball is good exercise. 

2. They are playing ball. 



A BRIEF STUDY IN ENGLISH. 59 

3. Dying, passing from an animate to an inanimate 
state, is dreaded by all. 

4. You may commence playing ball. 

5. Are you fond of writing stories? 

6. He thought reading history to be understand- 
ing it. 

7. Singing or not singing, that is the question. 

8. Delightful work, teaching the young ! 

9. The man seeing his mistake, corrected it. 

10. The boy lies sleeping on the ground. 

11. The field is not worth plowing. 

12. The scholars came running into the room. 

13. The man, seen by you is my father. 

14. He seems well taught. 

15. Having been there is having had a hand in the 
affair. 

16. He thinks having been there to be having had a 
hand in the business. 

17. After having been repulsed, the army retreated. 

18. Having been there, or not having been there, 
what is the difference? 



I 1 The Adverb. 

I 2 Definition and Etymology. 
2 2 Divisions. 
I 3 As to use. 
I 4 Simple. 
I 5 Limiting. 

I 6 Interrogative. 
2 6 Eesponsive. 
3 6 Modal. 

4 6 All others not "conjunctive." 
2 5 Independent. 
2 4 Conjunctive. 
3 4 Adverbial phrases. 
2 3 As to meaning. 
I 4 Time. 
2 4 Place. 
3 4 Cause. 
4 4 Manner. 



60 A BBIEF STUDY IN ENGLISH. 

5 4 Degree. 

6 4 Doubt. 

7 4 Affirmation. 

8 4 Negation. 
3 2 Comparison. 
4°- Parsing. 



1. Write five conjunctive adverbs in sentences. 

2. What is a relative adverb f Give examples. 

3. Give a list of adverbs that admit of •omparison. 

4. What is an interrogative adverb t Write five in 
sentences. 

5. When is the an adverb? Give examples. 

6. Write a list of adverbial phrases. 

7. Words that are ordinarily nouns are sometimes 
used as adverbs. Write ten such in sentences. 

8. Words that are ordinarily adjectives, sometimes 
become adverbs. Write ten such in sentences. 

9. Words ordinarily used as adverbs, occasionally 
become nouns. Write five such in sentences. 

10. Are adverbs ever used as predicate complements? 



1. Adverbs should be placed as near as possible to 
the words which they modify. Show this to be true by 
examples. 

2. Discuss only in the following sentences : 

(a) I only saw three mice. 

(b) I saw only three mice. 

(c) I saw three mice only. 

(d) Only I saw three mice. 

3. Discuss — He went to town, driving a flock of 
sheep, on horseback. 

4. Adverbs are often confounded with adjectives, as 
both modify words, and both have the same form. Verify 
this by giving examples. 

5. Parse the italicized words in the following sen- 
tences : 

(a) The time passed pleasantly. (6) He is poorly. 



A BRIEF STUDY IN ENGLISH. 61 

(c) She reads better, (d) She seems better, (e) The horse 
travels well. (/) The horse looks well, (g) He feels bad. 



Diagram and parse : 

1. I once had a pet rat. 

2. Be wise today, 'tis madness to defer. 

3. We see the old man walking rapidly. 

4. That fellow is remarkably tall. 

5. The horse runs very swiftly. 

6. She is much the tallest. 

7. The deeper the well, the cooler the water. 

8. There was a boy named Henry. 

9. I know the man over there. 

10. She speaks very loud. 

11. He came from abroad. 

12. Drink wine for your often infirmities. 
18. The good man is here. 

14. Such as I have, give I unto thee. 

15. He is as tall as his father. 

16. He is not old enough to go. 

17. He lives just over the hill. 

18. He knows when it is school time. 

19. The place where you live is beautiful. 

20. I will go where you go. 



Improve the arrangement in the following sentences : 

1. I will only mention some of the best. 

2. He only spoke to me, not to you. 

3. Lost, a dog, by a gentleman, with his ears cut 
close. 

4. Canteens were issued to the soldiers with short 
necks. 

5. He went to the sea-shore for a little fresh air 
from the city. 

6. Lost, an umbrella, by a gentleman with a gold 
head. 

7. A piano for sale by a lady about to cross the 
channel in an oak case with carved legs. 



62 A BRIEF BTUDY IN ENGLISH. 

8. Lost, a cow, by an old woman with brass knobs on 
her horns. 

9. I found this knife coming up the road. 

10. I scarcely ever remember to have had a rougher 
walk. 

11. He promised to earnestly try to do better. 

12. His political enemies tried to in this way impeach 
the courage of the President. 



I 1 The Preposition. 
I 2 Definition. 
2 2 Kinds. 
I 3 Simple. 
2 3 Compound. 
3 3 Complex. 
3 2 Terms of relation. 
I 3 Antecedent. 
I 4 A verb. 
2 4 A noun. 
3 4 A pronoun. 
4 4 An adjective. 
5 4 An adverb. 
6 4 An interjection. 
4 2 Object. 
I 3 A noun. 
2 3 A pronoun. 
3 3 An adverb. 
4 3 An adjective. 
5 3 An infinitive. 
6 3 A participle. 
7 3 A phrase. 
8 3 A clause. 
5 2 Parsing. 



1. The principal compound prepositions are, out of, 
as to, as for, from under, from among, over against, from 
before, from among, from between, but for, aboard of, 
from off, round about. 



A BRIEF STUDY IN ENGLISH. 06 

2. The principal complex prepositions are, in place 
of, in consideration of, in opposition to, in spite of, on 
account of, instead of, contrary to, according to, the ex- 
tent of, with respect to. 

3. Examples illustrating the antecedent term of a 
preposition. 

(a) Sunday is the first day of the week. 
(6) You should be diligent in your business. 

(c) The captain wanted him upon the deck. 

(d) He went into the house. 

(e) I hear a bird singing in the tree. 

(f) He came agreeably to his promise. 

4. Do like and as ever fill the office of a preposition? 
Investigate. 

5. When use the following prepositions? — Among, 
between; at, in; beside, besides; by, with; different from, 
different to ; in, into ; in, on ; on to, onto ; wait for, wait 
on. 

6. Tell the difference in meaning between : 
(a) She confides in (to) her sister. 

(6) He differs from (with) me. 

(c) He is in (at) Columbus. 

(d) He waited on (for) his father. 

(e) We are disappointed of (in) our guests. 

7. Insert the necessary prepositions in the following 
sentences : 

(a) Whatuse is this piece of cord? 

(b) It is unworthy your notice. 

(c) He lives the other side the street. 

(d) He is not home today. 

(e) She could not refrain shedding tears. 

8. Strike out the unnecessary prepositions in the 
following sentences : 

(a) I met a man of about sixty years old. 

(b) No one can help from liking the story. 

(c) The boy fell off of the house. 

(d) The pupils copy after the teacher. 

(e) At about what time will you go? 
(/) Look out of the window. 

(g) The dog followed on after his master. 



64 A BRIEF STUDY IN ENGLISH. 

\,h) We must examine into this matter more care- 
fully. 

Diagram these sentences and parse the prepositions : 

1. He went aboard the ship. 

2. The boy went in spite of his father's dictations. 

3. He walks ten miles every day. 

4. The hat is worth a dollar. 

5. The tree is sixty feet high. 

6. He desires nothing except to live. 

7. We had talked concerning how they had lived. 

8. He will sail the seas over. 

9. The panther's track is fresh in the snow. 

10. He runs like a deer. 

11. He has gone a fishing. 

12. He came to where I was. 

13. The house is good enough for us. 

14. I am without money. 

15. John is in the house. 

16. Mary is in good health. 

17. He came from over the hill. 

18. He is laughing at the boy. 

19. The scholars came out of the house. 

20. He threw up the job. 



I 1 The Conjunction. 
I 2 Definition. 
2 2 Etymology of the word. 
3 2 Classes. 
I 3 As to use. 
I 4 Coordinate. 
2 4 Subordinate. 
2 3 As to meaning. 
I 4 Copulative. 
2 4 Adversative. 
3 4 Alternative. 
4 4 Casual. 
5 4 Conditional. 
6 4 Correlative. 



A BRIEF STUDY IN ENGLISH. 65 

4 2 Other parts of speech used as conjunctions. 
I 3 Relative pronouns. 
2 3 Conjunctive adverbs. 
3 3 Prepositions. 
4 3 Copulative verbs. 

Study the correct use of the following words, and in- 
sert in each blank : Like, as : 

1. You should do I do. 

2. He fears a dog you fear a snake. 

3. I wish I could run he can. 

4. I will be a doctor may father. 

5. I will be a teacher my father was. 

6. He acted (if) he were guilty. 

7. He treated me a cat treats a rat. 

8. Mp top is yours. 



Except, without, unless : 

1. Do not come I tell you. 

2. I will not go you go. 

3. I will not £0 the teacher's consent. 

4. — you study better you will fail. 

5. They cannot go money. 

6. Do not write you feel well enough. 

7. He had no fault idleness. 

8. He had no money two dollars. 



Correct the faults in these sentences. 

1. Chas. is as old or older than Henry. 

2. Chestnut is more durable but not so hard as oak. 

3. She is older but not so large as her sister. 

4. Though not so large, he is older than his brother. 

5. The gods are either angry or nature is too 
powerful. 

6. He either is stupid or insolent. 

7. He was not only accused of robbery, but of trea- 
son. 

S. The man was weak both in body and mind. 

(5) 



66 A BRIEF STUDY IN ENGLISH. 

MISCELLANEOUS EXERCISES. 



I. 
Slips of Tongue and Pen. 

1. When, while. When means at the time; while 
means during the time. 

2. Nor, or. Nor goes with neither; or goes with either. 

3. Except, unless. Use except as a preposition and 
unless as a conjunction. "Unless he come, I cannot leave'' 
is correct. "They all go except me" is also correct. 

4. Like, as. Like should be used as a preposition, not 
as a conjunction. It is considered incorrect to say "sing 
like I sing" ; this should be "sing as I sing." 

5. Wait on, wait for. Distinguish clearly between 
these two phrases. To wait on means to attend on, while 
to wait for means to stop or delay for. It is incorrect to 
say "Let us wait at the corner on Will." 

6. Among, bet ween. Among is used when the reference 
is to more than two; between when the reference is made 
to two only. It would be incorrect to say "Divide it 
tween the three." 

7. Real, really. Real means genuine, not counter- 
feit, as "real pearls." Use really in such phrases as ''really 
remarkable," "really sad." 

8. Human, humane. Human denotes what pertains 
to man as man ; as "human nature." Humane means com- 
passionate. 

9. Leave, let. Do not use leave in the sense of let; as 
"leave me alone." Say "let me alone." 

10. Most, almost. Do not use most for almost; as, "He 
comes most every day; say almost. 

11. Stop, stay. To stop means to cease to go forward, 
to leave off; to stay means to abide, to tarry, to dwell. He 
may stay, not stop, at home, at a hotel, with a friend. 

12. Alone, only. Alone is often improperly used for 
only; that is alone which is unaccompanied ; that is only of 
which there is none other. 

13. Healthy, wholesome. The first of these two words 



A BRIEF STUDY IN ENGLISH. 67 

is often improperly used for the second. A man may be 
healthy but the food he eats is said to be wholesome. 

14. Propose, purpose. To propose means to put for- 
ward or to offer for the consideration of others ; hence, a 
proposal is a scheme or design, a proposition. Purpose 
means to intend, to resolve ; hence, a purpose is an inten- 
tion, an aim. 

15. Seem, appear. What seems is in the mind ; what 
appears is external. Things appear as they present them- 
selves to the eye ; they seem as they are represented to the 
mind. When things are not what they appear, our senses 
are deceived ; when things are not what they seem our judg- 
ment is at fault. 

16. Mad, angry. Do not use mad in the sense of 
angry. Mad means insane. 

17. Decided, decisive. A decided opinion is an opinion 
which is strongly upon one side ; a decisive opinion is one 
that is final. 

18. Many, much. Many refers to numbers, much to 
quantity. 

19. Both, each, every. Note carefully the use of these 
words. Both means two considered together. Each means 
all of any number considered one by one. Every means 
all of any number considered as composing a class or 
group. Each is more explicit as to the number than 
every. 

20. First, second, secondly. Firstly is never used. 
First is both adjective and adverb. Second is an adjec- 
tive, secondly an adverb ; third is an adjective, thirdly an 
adverb. 

21. Also, likewise. Also is applied to things and quali- 
ties and denotes mere addition ; likewise is applied to states 
of being or of action ; and denotes agreement or connection 
between the ideas expressed in the words it joins. Thus, 
we say, "He is a prince and also a musician"; but, "He is 
a poet and likewise a musician." 

22. Ability, capacity. Ability is the power of doing 
something- capacity is the faculty of receiving something. 
Ability is often used instead of capacity. 

23. Brief, concise. An article is brief when it is 



68 A BRIEF STUDY IN ENGLISH. 

merely short; it is concise when it is short and also con- 
densed. 

24. Character, reputation. Character is our real in- 
ner worth; reputation is the world's opinion of character. 
A man of badcharacter may have a world-wide reputation. 

25. Apparent, obvious. Do not say "The truth of 
that is apparent" ; use obvious or evident. Apparent is the 
opposite of real; obvious is the opposite of ob- 

26. Appreciate. Do not use appreciate for value h 
To appreciate is to value correctly or justly. 

27. Afraid, fear. We say "I fear it will rain" 
"I am afraid it will rain." 

28. Couple, two. We speak of a happy couple but 
not a couple of dollars. Couple should be used only when 
the persons or things spoken of are joined, either literally 
or figuratively. 

29. With, of. People do not die with diseases but of 
them. 

30. Going to. Do not use going to for about to, as ''I 
am about to do it." 

31. Situation, site. Situation embraces all the local 
aspects in which a thing i3 placed: site is the actual 
ground selected for location. 

32. Sewage, sewerage) The former refers to the 
tents of sewers, the latter to the system of Bewe 

33. Majority, plurality. These words are often 
fused. A man has the majority of the votes when lie has 
more than half of the whole number cast ; he has a 
rality when his votes exceed those of any other candid 

A plurality is not necessarily a majority when there are 
more than two candidates. 

34. Lot. This word is frequently misused ; lot m 

a distinct part or parcel ; as, "There are fifteen lots of 
goods." The word does not mean a great number, and is 
improperly used in "I have lots of money.'* There w< 
lot of people present," etc. 

35. Custom, habit. Custom denotes the frequent re- 
petition of the same act, and may be used of a numb 
persons taken together; habit is the effect of custom in a 
person. 



A BRIEF STUDY IN ENGLISH. 69 

36. Affect, effect. To affect is to change ; to effect is to 
accomplish. 

37. May, can. In asking permission do not say "Can 
I," etc. The correct word is may. 

38. Worse. It is an error to use ivorse in the sense of 
more, as, "He disliked salt worse than pepper." 

39. Of, to. It is considered better to use of than to 
in such expressions as "It is a quarter of ten." 

40. Persuaded^ convinced. We are convinced by argu- 
ment and persuaded by entreaty. 

41. To be. The verb to be (am, was, been) takes the 
same case after it as before it; as, "Was it he who did the 
work?" "If I were he I would do it." "If I were she I 
would not go." "I don't think that it was he." 

42. Done. This word, when used correctly, is preced- 
ed by is, ivas, has, had, have, etc. ; as, "I have done the 
work." 

43. Had ought. Had is unnecessary in such expres- 
sions as the following: "He had ought to go." "They had 
ought to have replied at once." 

44. Had have. Omit have in such expressions as the 
following : "Had I have known." "Had you have seen 
it." 

45. At length. With reference to time at last is the 
proper phrase : as, "At last we heard from him" (not at 
length.) 

46. Of any. This phrase is often used when of all is 
meant; as, "This is the largest of any I have seen." 

47. We, us, they, who, whom. Errors in the use of 
these pronouns are frequent. " Us boys enjoy holidays" ; 
say "We boys." "Who is it for?" Say "Whom." "Was 
it themV Say "They." "Be careful who you trust"; say 
"whom." 

48. Ain't. There is no such word. 

49. Don't. The correct word after singular subjects 
is doesn't ; as, "He doesn't come often." 

50. Collective nouns. When the idea of unity is 
prominent collective nouns take singular verbs ; as, "The 
fleet was under orders to sail." "There -was a large crowd 
in the building." "Your committee begs leave to report." 



70 A BRIEF STUDY IN ENGLISH. 

When the idea of plurality is prominent collective nouns 
take plural verbs ; as, "The public are requested to be 
present." 

51. Prepositions. The needless insertion of a prepo- 
sition is to be avoided ; as, "In what latitude is Boston 
inV Care must be taken to connect prepositions with ap- 
propriate verbs and nouns ; as, "This book is different 
to (say from) that.' "I was followed with (say by) a 
crowd." 

52. Shall, will. Will expresses the will or pleasure 
of the subject; shall subordinates the will of the subject 
to that of the speaker. "We ivill go" means "We are 
willing to go." "We shall go" means "We have decided 
upon going." Never say "Witt I do so and so?" The lit- 
eral meaning of such an expression is "Am I willing to 
do," etc. 

53. All over. Over all the country, not all over the 
country. 

54. And. Say "Try to go," not "Try and go." 

55. As. Say "Not that I know" instead of "Not as 
I know of." 

56. Beautifully. The room looked beautiful, not 
beautifully. 

57. Blacking. This word is not blackening. 

58. Well. I am feeling very well, not I am feeling 
very good. 

59. Returned back. The prefix re means back. 

60. Granary. There is no such word as g 

II. 

Words, phrases and expressions to be avoided : 

"Guess" for "suppose" or "think." 

"Fix" for "arrange" or "prepare." 

"Ride" and "drive" interchangeable. (Americanism.) 

"Real" as an adverb in expressions "real good" for 
'really" or "very good," et cetera. 

"Some" or "any" in an adverbial sense ; for example, 
"I have studied some" for "somewhat ;" "I have not studi- 
ed any" for "at all." 

"Some" ten days for "about" ten days. 



A BRIEF STUDY IN ENGLISH. 71 

Not "as I know" for "that" I know. 

"Storms" for it "rains" or "snows" moderately. 

"Try" an experiment for "make" an experiment. 

Singular subject with contracted plural verb ; for ex- 
ample "She don't skate well." 

Plural pronoun with singular antecedent. 

Every "man" or "woman" do "their" duty; or if you 
look "any one" straight in the face "they" will flinch. 

"Expect" for "suspect." 

"First rate" as an adverb. 

"Nice" indiscriminately. 

"Had" rather for "would" rather. 

"Had" better for "would" better. 

"Right away" for "immediately." 

"Party" for person." 

"Promise" for "assure." 

"Posted" for "informed." 

"Post graduate" for "graduate." 

"Depot" for "station." 

Try "and" go for try "to" go. 

Try "and" do for try "to" do. 

"Cunning" for "smart," "daintv." 

"Cute" for "acute." 

"Funny" for "odd" or "unusual." 

"Above" for "foregoing;" "more than" for "beyond." 

Does it look "good" enough for "well" enough. 

The matter "of" for the matter "with." 

"Like" I do for "as" I do. 

Not "as good" for not "so good" as. 

Feel "badly" for feel "bad." 

Feel "good" for feel "well." 

"Between" seven for "among" seven. 

Seldom "or" ever for seldom "if ever or "seldom or 
never." 

Taste and smell "of" when used transitively. 

More than yyu think "for" for "more than you 
think.'. 

"These" kind for "this" kind. 

"Nicely" in response to an inquiry. 

"Healthy" for "wholesome." 



72 A BRIEF BTUDY IN ENGLISH. 

Just "as soon" for just "as lief."' 

"Kind of," to indicate a moderate degree. 

I 1 The English Sentence. 
I 2 Definition. 
2 2 Kinds. 

I 3 As to rank. 
I 4 Principal. 
2 4 Subordinate. 
I 5 Substantive. 

I 6 The subject of a verb. 
2 6 The object of a verb. 
3 6 The object of a preposition. 
4 6 The complement of a copula. 
5 6 In apposition. 
6 6 Independent. 
2 5 Adverbial. 

I 6 Modifying an adverb or an adjective 

to express degree. 
2 6 Modifying a verb to express 
l 7 Time. 
2 7 Place. 





3" Degree. 
4 7 Cause. 




5 7 Manner. 




6 7 Condition. 




V Reason. 




8" Concession. 


3 5 


Adjective. 
1 G Restrictive. 


2 <] Explanatory. 
2 3 As to form. 


I 4 Simple. 
2 4 Complex. 
3 4 Compound. 
4 4 Partial-compound. 
8 3 As to use. 


I 4 


Declarative. 


2 4 

3 4 


Imperative 
Interrogative. 



A BRIEF STUDY IN ENGLISH. 78 

4 4 Exclamatory ( ?) 
4 3 As to the Rhetorical classification. 
I 4 Periodic. 

I 5 Definition. 

2 5 Use. 
2 4 Loose. 

I 5 Definition. 

2 5 Use. 
3 4 Balanced. 

1 5 Definition. 

2 5 Use. 
4 4 Short. 
5 4 Long. 

3 2 Elements. 
I 3 As to rank. 
I 4 Principal. 
I 5 Subject. 
2 5 Predicate consisting of — 

1 6 Copula. 

I 7 Pure. 
2 7 Impure. 
8 7 Complex. 

2 6 Attribute, that may be — 

I 7 A Noun. 

2 7 Pronoun. 

3 7 Participle. 

4 7 Infinitive. 

5 7 Clause. 
2 4 Subordinate. 
2 3 As to form. 
I 4 Simple. 
2 4 Complex. 
3 4 Compound. 
4 4 Partial-compound. 
3 3 As to use. 

I 4 Adjective. 
2 4 Adverbial. 
3 4 Objective. 
4 4 Subjective. 
5 4 Attendant. 
6 4 Connective. 



74 A BRIEF STUDY IN ENGLISH. 

I 5 Co-ordinate. 

I 6 Co-ordinate conjunctions. 
1 T Copulative. 
2" Adversative. 
3 7 Alternative. 
4" Illative. 
2 5 Subordinate. 

I 6 Subordinate conjunctions. 
2 6 Relative pronouns. 
3 6 Conjunctive adverbs. 
4 6 Relative adverbs. 
5 6 Prepositions. 
4 3 As to class. 

I 4 First class. 

I 5 A single word. 
2 4 Second class. 

I 5 A phrase. 
3 4 Third class. 
I 5 A clause. 
4 2 Synthesis. 
5 2 Analysis. 
I 3 Kinds. 

I 4 Diagram. 
2* Oral. 
3 4 Written. 
2 2 Steps. 

I 3 Read the sentence. 
2 3 Tell what kind. 
I 4 As to form. 
2 4 As to use. 
3 3 If complex, point out the principal and 

subordinate clauses. 
4 3 Name the complex subject. 
5 3 Name the simple subject. 
6 3 Point out the modifiers. 
I 4 As to form. 
2 4 As to office. 
3 4 As to class. 
7 3 Name the complex predicate. 
8 3 Name the simple predicate. 



A BRIEF STUDY IN ENGLISH. 75 

9 3 If any, name the copulative and attribute 
or complement. 

10 3 Point out the modifiers of the simple pred- 
icate and describe them as to form, office 
and class. 

II 3 Name and describe the attendant elements 
and the pure connectives. 



1. Of what does Syntax treat? 

2. What is meant by the relation of words in sen- 
tences. 

3. What is meant by the agreement of words? 

4. What is meant by government of words in sen- 
tences? 

5. Define Analysis; Synthesis. 

6. What is a phrase? Give a list of phrases used 
as different kinds of modifiers. 

7. What is a preposition? 

8. Distinguish between a proposition and a sen- 
tence. 

9. What is a clause? Classify clauses. 

10. What is ellipsis? Illustrate. 

11. What is a complex subject? A complex predi- 
cate? A complex element? Illustrate. 

12. What is a complex-compound sentence? Write 
one. 

13. What is a compound-complex sentence? Write 
one. 

14. What is a supplement of a verb? Illustrate. 

15. What is a factitive object f Illustrate. 

16. What is concord? 

17. What is an exclamatory declarative sentence? 

18. What is an exclamatory interrogative sentence? 

19. What is an exclamatory imperative sentence? 

20. What is a substantive clause? 



76 A BRIEF STUDY IN ENGLI8H. 

SIHPLE SENTENCES. 



Diagram the following sentences and parse principal 
words : 

N. B. — Note carefully the punctuation. 

1. Despair not, soldier, citizen, statesman. 

2. Macaulav, essavist, historian, and statesman, 
died in 1859. 

3. The Roman amusements were the stage, the cir- 
cus, and the arena. 

4. Shakespeare's and everybody's ideal, Portia, was 
amiable and noble, and loved her husband truly and 
passionately. 

5. From every bush, from every fence, from cannon 
and musket, a pitiless storm poured upon the retreating 
British. 

6. To spare the submissive and to war clow, 
proud was to recognize and to obey the teachiiiL- 
Rome. 

7. The King's horses, saddled and bridled, and 
about to start and follow the chase, stood pawing the 
earth and champing their bits. 

8. Obeying the precept, to watch and to pray, and 
overlooking our neighbor's speaking, ill of us and doing 
us wrong constitutes the severest test of Christian virtue. 

9. To tell the truth and not to exaggerate, speaking 
honestly, and not dissembling, no man has ever stood this 
test perfectly. 

10. Yeast is added to dough merely to convert, or, 
putting it in other words, to change, by chemical action, 
some of the starch into sugar, and to raise and lighten 
the loaf by thus dispersing the liberated carbonic acid gas 
equally throughout the mass. 

11. Indigo is a blue dye obtained from the leaves of 
several species of plants largely cultivated throughout 
the warm regions of Asia. 

12. At the dawn of day, on the 12th of October, 1492, 
Columbus saw before him a level island, several leagues 
in extent, and covered with trees like a continuous or- 
chard. 



A BRIEF STUDY IN ENGLISH. 77 

13. We, the people of the United States, in order to 
form a more perfect union, established justice, insure do- 
mestic tranquillity, provide for the common defence, pro- 
mote the general welfare, and secure the blessings of lib- 
erty to ourselves and to our posterity, do ordain and 
establish this Constitution for the United States of 
America. 

14. The Senate of the United States shall be compos- 
ed of two Senators from each state, chosen by the Legis- 
lature thereof, for six years. 



COMPLEX SENTENCES. 



Diagram, parse, and note punctuation : 

1. It is faith in something and enthusiasm for 
something that make life worth looking at. 

2. A verb is a word whereby the chief action of the 
mind is expressed. 

3. The valley of Chamouni is a place where the 
traveler loves to linger for days and even for weeks. 

4. The one great corruption to which all religion is 
exposed is its separation from morality. 

5. The bran of wheat, which is the covering of the 
kernel, is made up of several layers, and is broken into 
scales in grinding. 

6. The waves of sound do not move so rapidly as 
the waves of light. 

7. As the twig is bent, the tree is inclined. 

8. Milk is one of the most important foods, since 
it contains all the elements of nutrition in the most di- 
gestible form. 

9. The more we know of ancient literature, the 
more we are struck with its modernness. 

10. Tea increases the waste in the body, since it 
promotes the transformation of food without supplying 
nutriment, and increases the loss of heat without supply- 
ing fuel. 

11. Know ye not that a little leaven, leaveneth the 
whole lump. 



73 A BRIEF STUDY IN ENGLISH. 

12. "God gave two-thirds of all the beauty to Eve," 
is a saying of the Mohammedans. 

13. New rice must be inferior to old, inasmuch as it 
is less digestible. 

14. Astronomers are certain that the planet Jupiter 
is not inhabited by creatures like ourselves. 

15. Behavior is a mirror, in which everyone shows 
his image. 

16. There are times when every active mind feels 
itself above any and all human books. 

17. We paint such qualities as we do not possess. 

18. Thrice is he armed that hath his quarrel just. 

19. Charles Lamb, reading the epitaph in the church- 
yard, inquired. "Where be all the bad people buried?" 

20. I attempt to impress nothing upon you, except 
"Be careful still of the main chanc 

21. We could not understand why he left so sud- 
denly. 

22. Toll me not in mournful numbers, 
Life is but an empty dn 



COMPOUND SENTENCES. 



Diagram and parse : 

1. Wisdom is the principal thing, therefore get 
wisdom. 

2. Our memories are most retentive in youth, con- 
sequently geography, history and the modern languages 
should be studied then. 

3. The camel has been termed the ship of the d 
the caravan may be termed his fleet. 

4. Histories make men wise; poets witty: math- 
ematics, subtle; natural philosophy, deep; mora!, grave. 

5. To be bold against an nnemy is common, but the 
prerogative of man is to be bold against himself. 

6. Train up a child in the way he should go, and, 
when he is old, he will not depart from it. 

7. Speak the speech, I pray you, as I pronounced 
it to you, trippingly on the tongue, but, if you mouth it, 



A BRIEF STUDY IN ENGLISH. 79 

as many of you players do, I had as lief the town-crier 
spoke my lines. 

8. Pride hardens the heart, but humanity softens 
it. 



HISCELLANEOUS. 



Diagram the sentences, analyze the thought, parse 
the principal words, justify the punctuation, etc. 

1. One today is worth two tomorrow. 

2. Sunday is the golden clasp that binds the vol- 
ume of the week. 

3. Sands from the mountains ; moments make the 
year. 

4. Spare moments are the gold-dust of time. 

5. Let your life be like a snow-flake, which leaves a 
mark, but not a stain. 

G. This life is only the portico of life. 

7. Your character cannot be essentially injured, ex- 
cept by your own acts. 

8. Lost, yesterday, somewhere between sunrise and 
sunset, two golden hours, each set with sixty diamond 
minutes. No reward is offered, for they are gone forever. — 
Horace Mann. 

9. Count that day lost whose low decending sun 
Views from thy hand no worthy actions done. 

10. Live truly, and thy life shall be a great and no- 
ble creed. 

11. The diminutive chains of habits are seldom 
strong enough to be felt until they are too strong to be 
broken. 

12. Himself the greatest of agitators, Napoleon be- 
came the most repressive of tyrants. 

13. His opposing the measure, an action attributed 
to his dislike of the originator, proved to be the salvation 
of the party. 

14. That the earth is a spheroid, a fact unknown to 
the ancients, is one proof of its having been a molten 
mass. 



80 A BRIEF STUDY IN ENGLISH. 

15. Teaching men to be orators is little less than 
teaching them to be poets. 

16. One ounce of gold is worth sixteen ounces of 
silver. 

17. His desire to speak was now gratified. 

18. The rope is twenty feet long. 

19. I being in the way, the Lord led me to the house 
of my master's brother. 

20. This he did for Herodia's sake, his brother, 
Philip's wife. 

21. I think the earth's being a spheroid, a fact un- 
known to the ancients, a good proof of its former molten 
condition. 

22. But a few years ago, Garfield the martyred 
President, was a boy teaching a country school. 

23. He went to the war a private but returned a 
general. 

24. He tried to ascend the mountain, an act which 
cost him his life. 

25. It is greater to be a man than, being a man, to 
be a king. 

26. Leaves have their time to fall, and flowers to 
wither at the night wind's breath. 

27. What man dare, I dare. 

28. Fools build houses ; wise men live in them. 

29. All the world's a stage, and all the men and wo- 
men merely players. 

30. The age, without question, produces daring pro- 
fligates, and hypocrites of an insidious character. 

31. To pull down the false and to build up the true, 
and to uphold what there is of true in the old, — let this 
be our endeavor. 

32. To spend too much time in studies is sloth : to 
use them too much for ornament is affectation. 

33. If we keep to the golden mean in everything, we 
shall at least avoid danger. 

34. Men, like peaches and pears, grow sweet a little 
while before they are ready to fail. 

35. It fell not, for it was founded on a rock. 

36. When, in the course of human events, it becomes 



A BRIEF STUDY IN ENGLISH. 81 

necessary for one people to dissolve the political bands 
which have connected them with another, and to as- 
sume, among the powers of the earth, the separate and 
equal station to which the laws of nature and of nature's 
God entitle them, a decent respect to the opinions of man- 
kind requires that they should declare the causes which 
compel them to the separation. 

37. We hold these truths to be self evident — that 
all men are created equal ; that they are endowed by their 
Creator with certain inalienable rights ; that among these 
are life, liberty, and the pursuit of happiness. 

88. That, to secure these rights, governments are 
instituted among men, deriving their just powers from 
the consent of the governed ; that, whenever any form of 
government becomes destructive of these ends, it is the 
right of the people to alter or abolish it, and to institute 
a new government, laying its foundation on such princi- 
ples, and organizing its powers in such form, as to them 
shall seem most likely to effect their safety and happi- 
ness. 

39. The more successful teachers are, so much the 
more condescending they should be to be humble. 

40. A man who dedicates his life to knowledge be- 
comes habituated to pleasure which carries with it no re- 
proach. — Sydney Smith. 

41. I know of nothing in the world tenderer than 
the pity that a kind-hearted young girl has for a young 
man who feels lonely. — Holmes. 

42. Take each man's censure, but reserve thy judg- 
ment. — Hamlet. 

43. Seek the good of other men, but be not in bond- 
age to their face or fancy. — Bacon. 

4A. Books are the legacies that a great genius leaves 
to mankind, which are delivered down from generation to 
generation . — Addison. 

45. The first time I read an excellent book, it is to 
me just as if I had gained a new friend ; when I read over 
a book, I have perused before, it resembles the meeting 
with an old friend. — Goldsmith. 

(6) 



82 A BRIEF STUDY IN ENGLISH. 

46. Let every man, if possible, gather some good 
books under his roof, and obtain access for himself and 
family to some social library. Almost any luxury should 
be sacrificed to this. — Dr. Channing. 

47. Kindness in woman, not their beauteous look, 
shall win my love. — Shakespeare. 

48. Woman, in accordance with her unbroken, clear- 
seeing nature, loses herself and what she has of heart, and 
happiness in the object she loves. — Jean Paul Richter. 

49. Look not thou upon the wine when it is red, 
when it giveth its color in the cup, when it rnoveth aright 
At the last it biteth like a serpent, and stingeth like an 
adder.-Prov. 23: 31, 32. 

50. If these women had their way, and they intend 
to have it, the taint of alcohol and nicotine would not be 
on any lip or on any atmosphere of city, town, or village, 
on this globe. — Francis E. Willard. 

51. Young men, my advice to you is, that you culti- 
vate an acquaintance with and a firm belief in the Holy 
Scripture — this is your certain interest. — Benjamin Frank- 
lin. 

52. I have always said, and always will say, that 
the studious perusal of the sacred volume will make bet- 
ter citizens, better fathers, and better husbands. — Thom- 
as Jefferson. 

53. There are no songs to be compared with the songs 
of Zion, no orations equal to those of the prophets, no 
politics like those which the Scriptures teach. — John 
Milton. 

54. When the people of France pulled down both 
God and the Church, and set up reason in their place, all 
the infernal elements of human nature held their brief 
high carnival. — J. G. Holland. 

55. He who makes the laws of the universe can so 
select, combine, contrast and modulate any Dumber of 
ten million laws, of which we know nothing, as to bring 
what notes he pleases from the great key-board of life. — 
Dr. Geikie. 

50. God's sweet dews and showers of grace slide off 
the mountains of pride and fall on the low valleys of 



A BRIEF STUDY IN ENGLISH. 88 

humble hearts and make them pleasant and fertile. — 
Anon. 

57. When the divine Artist would produce a poem, 
he plants a germ of it in the human soul, and out of that 
soul the poem springs and grows as from the rose-tree the 
rose. — James A. Garfield. 

58. Any good book, any book that is wiser than 
yourself, will teaoh you something — a great many things, 
indirectly and directly — if your mind is open to learn. — 
Thomas Carlyle. 

59. The golden beams of truth and the silken cords 
of love, twisted together, will draw men on with a sweet 
violence whether they will or not. — Cudworth. 

60. Whoever yields to temptation debases himself 
with a debasement from which he can never arise. — Hor- 
ace Mann. 

61. No pain, no palm; no thorn, no throne; no cross 
no crown. — Wm. Penn. 

62. Sunday is the golden clasp that binds together 
the volume of the week. — Longfellow. 

68. Education is a better safe-guard of liberty than 
a standing army. — Edward Everett. 

64. A Bible and a newspaper in every house, a good 
school in every district — all studied and appreciated as 
they merit, — are the principal supports of virtue, morality 
aud civil liberty. — Franklin. 

65. Education is to unfold nature; to strengthen 
good and conquorevil; to give self-help; to make a man. 
— F. W. Roberston. 

66. If human experience proves anything, it is that 
every life needs the personal and practical help — the di- 
rect touch and word — of One who is divinely powerful and 
divinely patient. — E. P. Roe. 

67. Bear ye one another's burdens, and so fulfill the 
law of Christ.— Gal. 6:2. 

68. A friend in need is a friend indeed. — Franklin. 

69. They seem to take away the sun from the world 
who withdraw friendship from life ; for we have received 
nothing better from the Immortal Gods, nothing more 
deligh tf ul . — Cicero. 



84 A BRIEF STUDY IN ENGLISH. 

70. Standing beneath this serene sky, overlooking 
the broad fields now reposing from the labors of the wan- 
ing year, the mighty Alleghanies towering before us, the 
graves of our brethren beneath our feet, it is with hesita- 
tion that I raise my poor voice to break the eloquent si- 
lence of God and Nature. — Edward Everett. 

71. I thank God for my mother as for no other gift 
of his bestowing. — Francis Willard. 



I 1 Punctuation. 
I 2 Definition. 
2 2 Kinds. 

I 3 Grammatical. 
I 4 Characters used. 
I 5 The Comma. 
I 6 Used to separate similar words. 

2 5 Used to separate pairs of words or 
phrases. 

3 6 Used to set off transposed words. 
4 6 Used to set off parenthetical words. 
5 6 Used to set off phrases or clauses. 
6 6 Used to set off appositive elements. 
7 6 Used to set off independent elements. 
8 6 Used to set off unrestrictive clauses. 
9 6 Used to mark the end of a long sub- 
ject. 
10 6 Used to mark an ellipsis. 
II 6 Used to prevent ambiguity. 
12 6 Used to set off short quotations. 
14 6 Used to separate grammatical ex- 
pressions forming a series. 
15 6 Used to separate words forming a 
series. 
2 5 The Semicolon. 

I 6 Used to separate members of com- 
pound sentences that are sub-divid- 
ed by comas. 

2 6 Used to separate members of com- 
pound sentences when members are 
loosely connected. 



A BRIEF STUDY IN ENGLISH. 85 

3 6 Used before such words as, namely, as, 
viz, eg, etc, when used to introduce 
examples. 

4 6 Used to separate clauses and expres- 
sions having a common dependence. 
3 5 The Colon. 

I 6 Used after a salutation or formal ad- 
dress. 

2 6 Used after an expression that intro- 
duces a direct quotation, or an enum- 
eration. 

3 6 Used when the connection between 
the members of a compound sentence 
is slight. 

4 6 Used when the members of com- 
pound sentences contain semicolons. 

5 6 Used before yes and no, when in an- 
swer to a question. 
4 5 The Period, 

l 6 Used after declarative and impera- 
tive sentences. 

2 6 Used after abbreviations and initial 
letters. 

3 6 Used after Roman numerals. 

4 6 Used after pounds sterling. 

5 6 Used before cents in U. S. money. 

6 6 Used after headings and signatures. 
5 5 The Interrogation Point. 

I 6 Used at the end of every direct ques- 
tion. 
6 5 The Exclamation Point. 

I 6 Used at the close of every sentence 
or grammatical expression, intended 
to convey strong emotion. 

2 6 Used after an interjection. 
7 5 The Quotation Marks (" "). 

I 6 Used to enclose the exact words of 
another. 

2 6 Single marks (* ') are used to mark 
a quotation within a quotation. 



86 A BRIEF STUDY IN ENGLISH. 

8 5 The Brackets. 

I 6 Used to enclose an explanation, cor- 
rection or a deficiency. 
9 s The Marks of Parenthesis. 

I 6 Used to enclose words having little 
or no connection with the sentence. 
10 5 The Ellipsis. 

I 6 Characters used. 

I 7 (* * *, or , or . . . .) used 

to denote the omission of letters, 
words, sentences and paragraphs. 
2 7 The Caret (/ N ) or blunderer's 
mark. 

I 8 Used to show accidental omis- 
sion. 
II 5 The Index (*®*) and the Asterism 

l 6 Used to point out something very 
important. 
12 5 Other marks. 

I 6 The Asterisk, Obelisk, Double Ob- 
elisk, Section, Parallels, and the 
Paragraph. 
I 7 They are used for marginal refer- 
ences. 
2 3 Rhetorical. 

I 4 Characters used. 
I 5 The Dash, (— ). 

I 6 Used when a part is abruptly broken 
or followed by something unexpect- 
ed. 
2 5 The Macron, Breve, Cedilla, Tilde, 
Dieresis and the Bars. 
I 6 They are used to mark the sounds of 
letters. 

Note — It is very important to know how to punctuate, and the 
best way to learn how is to learn a few simple rules and then no- 
tice how they are applied by the best writers. All do not punctu- 
ate alike. 

Let the teacher read exercises and have the pupils write and 



A BRIEF STUDY IN ENGLISH. 87 

punctuate them. Drill the pupils till they have mastered, at least, 
the simplest punctuation 



l 1 Letter Writing. 
I 2 Importance. 
2 2 The Form of a Letter. 
I 3 Parts. 

I 4 The Heading. 
I 5 Place. 
2 5 Date. 
2 4 The Introduction. 
I 5 Addresses. 
2 5 Salutation. 
3 4 The Body of the Letter. 
4 4 The Conclusion. 

I 5 Complimentary Close. 
2 5 Signature. 
5 4 The Superscription. 
I 5 Name of Writer. 
2 5 Place. 

Letter Writing is one of the most important divisions 
of composition work, and it is the most practical. All 
through life there will be occasions for writing letters of 
friendship and of business. Therefore, it is important to 
know what are the requisites of a good letter. It is a bad 
reflection on the teachers of the public schools to allow 
boys and girls to go from them deficient in this impor- 
tant subject. Letter-writing, and the writing of formal and 
informal notes, invitations and acceptances, due-bills, a 
few legal forms, etc., should be taken up early in the 
course and frequent practice given it. This can be done 
in connection with composition-writing. The teacher 
should be prepared to teach the pupils the various forms 
of the letter, capitalization, punctuation, folding the let- 
ter, placing the letter in the envelope, addressing and 
stamping the envelope, etc. 

Insist on neatness, correct spelling, and grammatical 
expressions. 



A BRIEF STUDY IN ENGLISH. 



A Few Short Exercises. 



1. Write a note to a friend, returning thanks for a 
present just received. 

2. Write a letter renewing your subscription to 
your paper, or magazine. 

3. Write a short friendship letter to a school 
friend. 

4. Write a due-bill. 

5. Write a promissory note. 

6. Write an informal note congratulating a friend 
on his having passed a good examination. 

7. Write a Christmas greeting to an absent friend. 

8. Write a receipt on receiving $5.00 from John 
Noble. 

9. Write a formal note accepting an invitation to 
tea. 

10. Write an informal note inviting a friend to take 
a ride with you. Name the day and hour. 

11. Apply for a situation as clerk. Name your 
qualifications. 

12. Write a note of apology to your teacher for some 
thoughtless act. 

13. Write to some person of influence, asking for a 
recommendation with a view of obtaining a situation. 

14. Write a recommendation for a friend, who seeks 
a situation. 

15. Write a letter ordering a book from the Ameri- 
can Book Company. 

16. Write a letter to a sick friend. 

17. Give an account of your last visit. 

18. Decline an invitation to accompany a friend on 
a pleasure trip. 

19. Write a composition on "Letter-writing, Letter- 
folding and Addressing and Stamping the Envelope/' 



Composition-Writing. 

The writing of compositions should be encouraged by 
all teachers. In fact it should be as much a part of 
a school course as Arithmetic or Grammar. Pupils should 

Ltft 



A BRIEF STUDY IN ENGLISH. 



89 



early learn to talk with pencil and pen. "We learn to do 
by doing" is a true maxium. It has been said that a day 
passed by a pupil in school, who has not put one hundred 
words, at least, into sentences must be counted a day lost 
hj the pupil. This may be putting it a little strong, but 
all thoughtful teachers agree, there is nothing that will 
cause a pupil to think more, and that will awaken a 
greater interest than to write on interesting subjects. If 
the teacher has not tried composition-writing, let him try 
it and see if he does not add new interest to his school. 
Encourage originality ; most pupils have it, but they may 
not know it by that name. Let the pupils write on fa- 
miliar subjects. Try historical subjects in the history 
class; geographical subjects in the geography class, etc., 
and note the results. 



A List of Subjects for Compositions. 



Bad Habits. 

Manners. 

Evenings at Home. 

Health. 

Kindness at Home. 

Early Rising. 

Housekeeping. 

Smiles. 

Christmas Day. 

A Story the Dollar Told. 

Good Taste. 

A Good School. 

The Use of Slang. 

A Good Temper. 

Why I go to School. 

A City Life. 

A Country Life. 

Witchcraft. 

What Pays? 

Extravagance. 

Gossip. 

Loafing. 



Swearing. 

Our Responsibilities. 
Our Ideas. 
Fatal Mistakes. 
Reading Aloud. 
A Model Home. 
A Dream. 
A Puzzle. 

My Favorite Author. 
The Telegraph. 
The Telephone. 
Old Customs. 
The Two Roads of Life. 
High Aims. 
Force of Habit. 
The Tariff. 
The Clouds. 
Yes and No. 
Common Sense. 
What is Education? 
Biography of Great Men and 
Women. 



90 A BRIEF STUDY IN ENGLISH. 

EXAMINATION QUESTIONS.— Grammar. 



1. How can the number of nouns, which have the 
same form in both numbers, be learned? Illustrate by- 
sentences. 

2. What rules of Syntax are violated in the follow- 
ing? Why? 

(a) My left foot is the coldest. 

(6 ) Do not go any further than the bridge. 

3. Give the construction of the italicized words and 
why. 

(a) He came quarrelling. 

(b ) My blood ran cold. 

( c) I want him to appear decent. 

(d) I want to appear decent. 

4. Frame sentences illustrating the use of the past 
tense of the following verbs : fly, raise, wear. 

5. Fill the blanks with "shall" or "will," and tell 
why? 

(a) It rain and we get wet. 

(b) I be greatly obliged if you do me the favor. 

6. Change the singular to the plural. 

(a) The ox knocked my tooth out with his foot. 
(6) The workman has a very smart wife. 

(c) The Indian tribe has a fierce chief. 

(d) A deer or a chamois is a gentle animal. 

7. Change the following sentences to express j)ast 
time. 

(a) I lay the book on the table. 

(b) The mason lays the bricks. 

(c) The cows lie in the shade. 

8. Which is better? Why? 

(a) He felt very badly (bad) at being beaten. 

(b) The rose smells sv- ///.) 

9. Answer the following "ad": 

Wanted: — A boy to deliver messages — must be punct- 
ual, prompt, polite. G. N. W. Telephone Co., Rochester, 
N. Y. 

10. Diagram the following sentence and give con- 
struction of each clause: 



A BRIEF STUDY IN ENGLISH. 91 

"When a mounting skylark sings 

In the sunlit summer morn, 
I know that heaven is up on high 

And on earth are fields of corn." 



1. Form sentences, using as. (a) As a Relative 
Pronoun. (6) Conjunction, (c) Adverb, (d) Preposi- 
tion, (e) Part of a Prepositional Phrase. (/) Part of a 
Conjunctive Phrase. 

2. Write a sentence containing a participle used as 
— (a) A noun; (b) An adjective. 

3. Name three conjunctions which are used to con- 
nect clauses of equal rank. Give an example of the use 
of one of them. 

4. Fill the blanks with who or whom and give rea- 
sons for so doing. 

(a) do you think that he is? 

(b) do you think him to be? 

(c) He is the man was thought to be you. 

(d) He is the man you were thought to be. 

5. Give the difference in meaning, if any, in the fol- 
lowing sentences : 

(a) My brother, who lives in Kansas, came to see me. 

(b) My brother, that lives in Kansas, came to see me. 

6. As to the manner of modification, there are three 
kinds of adjectives ; name three of them, and use sentences 
illustrating the use of each. 

7. Is is always copulative? Diagram the following 
sentences: (a) He is in the house, (b) He is without a 
home. 

8. Diagram the following sentences and give the 
construction of italicized words : 

(a) The slave stepped upon the block to be sold. 

(b) The auctioneer stepped upon the wagon to be sold. 

9. Write in the passive in two ways the sentence, I 
ashed him a question, changing in each case the subject 
but not the meaning of the sentence. 

10. Diagram the following : 
There is no class of persons that I dislike so much as 
those who slander their neighbors. 



92 A BRIEF STUDY IN ENGLISH. 

1. Fill the blanks in the following sentences with 
safe or safely and tell what part of speech you use and 

why : The ship reached port . We passed 

through the rapids. The bridge was made . 

2. Conjugate come in the indicative mode. 

3. What is an abstract noun? Tell what abstract 
nouns are derived from man, girl, long, hero, and fine. 

4. Define copula, subjunctive mode, complex sen- 
tence, gender and synthesis. 

5. How do you distinguish the perfect participle 
from the verb in the past tense ? Illustrate by using say 
and set. 

6. Write the relative tenses of get and take. How do 
you teach this to your pupils? 

7. Diagram — At the Centennial Exposition held in 
Philadelphia in 1876, "Old Abe," the war eagle of the 
Eighth Wisconsin Volunteers, occupied a prominent place 
on the west side of the Agricultural Building. 

8. Give reason for the capital letters in the 7th sen- 
tence. 

9. What place should Language and Grammar have 
in a course of study ? Why? 

10. Parse italics in — The apple tastes good. Do you 
wish to be hel Give me what you have. You can do it as 
well as I. 



1. Give me your plan of teaching the subject and 
predicate to young pupils. 

2. Use have, has or had in a sentence with some part 
of sing, sit, set, come or fetch . 

3. Give the gender of italics in (a) It is /. (b) The 
name of the boy is John, (c) The ship glides smoothly 
by. (d) Frances is here. 

4. What does different authority say about such 
words as the italics, in — U I wish him to be a 'teacher* 

5. What are dependent clauses? Write one of each 
construction. 

6. Define pleonasm, apposition, reciprocal, finite mode t 
and gerund. Illustrate the use of each. 

7. Give the etymology and syntax of the words in 



A BRIEF STUDY IN ENGLISH. 93 

italics in — (a) He was deemed wise, (h) He was named 
John, (c) The child grows pretty, (d) He made the door 
fast, (e) Water tastes ivarm. 

8. So great is my veneration for the Bible, • that the 
earlier my children begin to read it the more confident will 
be my hopes that they will prove useful citizens to their 
country, and respectable members of society. — /. Q. 
Adams. 

(a) Classify the clauses in the above sentence, (b) 
Give construction of italics in the 8th. 



1. Prepare a lesson for your "language class." 

2. How would you teach to your pupils, the uses of 
plenty and plentiful; healthy and healthful? 

3. Give the principal parts of the verbs climb and 
sing. Which of the parts do you always use in the rela- 
tive tenses? 

4. Give the gender of italics in the following: It is 
John. His name is Henry. The sun is hid, while the 
moon smiles down upon us. The spinster was at the party. 

5. Punctuate and give reasons : "Time present is 
called present time time in the future future time time in 
the past past time. 

6. What relation exists between the subject and 
predicate of a copulative verb? 

7. Give the etymology and syntax oiwhat in, — What 
did you say? Give me what you have. Give me ivhat 
money you have. Tell me what to say. 

8. Diagram — In this wondrous world wherein we 
live, which is the world of nature, man has made to him- 
self another world hardly less wondrous, which is the 
world of art. 



1. Analyze by diagram or otherwise the following 
sentence: The veteran regiment of the English army 
which were now sent across the Atlantic would have 
scorned to fight under the orders of an old American 
merchant. 

2. In the following sentence parse laid, herself', give 
the part of speech and syntax of Perceiving, empty, quietly. 



94 A BRIEF STUDY IN ENGLI8H. 

Perceiving that grandfather's chair was empty, puss 
laid herself quietly down upon the cushion. 

3. Conjugate see in the present indicative passive. 

4. Correct the following sentences and give the rea- 
son for each correction. 

(a) Here is the egg that was lain by the speckled hen. 
(6) Mother will not let me go without it stops raining. 

(c) Come in and set awhile, neighbor. 

(d) He don't know who it is. 

(e) The oldest daughter married a banker whom they 
say is very wealthy. 

5. Write sentences containing : (a) A proper noun 
used as the object of an infinitive, (b) The comparative 
of ill. (c) The compound personal pronoun in the 3d 
person plural, (d) An infinitive used as the object of a 
verb, (e) A subordinate conjunction. 

6. Make a complex sentence of the following: I 
pursued my walk. I pursued it to a door. The door was 
arched. It opened. It opened on the interior of the abhy. 

7. What parts of the verb are principal, and why 
so named? How are the principal parts of a regular 
(weak) verb formed? Give an example. 

8. In the following sentences change : (a) The par- 
ticipial phrase into an adjective clause, (b) The infini- 
tive phrase into a noun clause, (c) The prepositional 
phrase into an adverbial clause. 

The boy, seeing the bear, thought to shoot him, but 
trembled so from fright that he could not take aim. 



1. Discuss ellipxi* and abridgement. 

2. Discuss personal and relative pronouns. 

8. What can you say of etymology and syntax of 
grammar? 

4. What can you say of substantive and r< 
clauses? 

5. Use these, those, this or that in the following sen- 
tences : (a) Bring me pencils, (b) I like 

kind of pens. \c) sort of flowers is pretty, (d) 

-kind of fruit is healthful, (e) Pass me mo- 
lasses. 



A BRIEF STUDY IN ENGLISH. 95 

6. Write in sentences the perfect participle of hear, 
go, teach, study and see. 

7. How are the parts of speech inflected'? Which 
parts of speech are not inflected? 

8. Correct, if necessary, — (a) I seen the man who 
you thought to lazy to work. (6) The Jones was all 
there and learned us how to skate, (c) He builded an 
house with two stories, (d) Whom do you think the 
people thought you was? (e) He ought to have went ere 
they bid him to go. 

9. Diagram : 

Upon the white sea-sand there sat a pilgrim band, 
Telling the losses that their lives had known. 



1. Define a clause ; a phrase ; a conjunctive adverb. 

2. What is a dependent clause? An independent 
clause? Illustrate each. 

3. Punctuate the following and captalize : the first 
message ever sent by a recording telegraph was forwarded 
May 1844 between Washington and baltimore in these 
sublime words what hath god wrought 

4. Many of the afflicted having lost faith in their 
physicians, came to these celebrated springs, hoping to be 
healed of their diseases. Parse italicized words. 

5. Abridge the following : When Moses had per- 
formed God's orders, Pharaoh was willing to grant liberty 
to Israel. If you are worthy, you need not fear results. 
It is a truth worthy of all belief, that wisdom is superior 
to knowledge. 

6. Diagram : "Victor Hugo declared that he was 
sure he should live beyond the grave, because he felt his 
soul to be full of hymns and poems he had not had time 
to write." 

7. Define and write a complex sentence. Define 
and write a compound sentence composed of two complex 
sentences. Classify sentences as to structure and use. 

8. Correct errors in the following sentences : 

I bought this book at Arnold's & Johnson's store. 
Mr. Jones gave John and I tickets for the lecture. They 
that obey me, I will reward. He saw who he wanted. 



JUL 19 1?00 



96 A BKIEF STUDY IN ENGLISH. 

1. When should we use ''that"? Give a sentence 
for each use of "that." 

2. How are clauses classified with refi their 
use and position in sentences. 

3. Write a sentence for each use of the clause and 
underline the example. 

4. Parse the words in italics in the following: 
We believe him to be mistaken. 

They want Paul to .sing for them. 

No man can wade deep in learning without discovering 
that he knows nothing thoroughly. 

Although we seldom follow advice, we are all ready 
enough to ash it. 

5. What is punctuation? Punctuate the following : 
Rev J W Jones preached from Math XIII 12 I mot Thos 
Jones Esq at East Saginaw Saginaw Co Mich Feb 23 1895. 

6. Write one sentence containing three relative pro- 
nouns, each in a different person and case. 

7. What is a Finite Verb, and what is an Infinitive 
Verb? Define Synopsis of a verb. Conjugation. Declension. 

8. When a pronoun has two antecedents, one of 
which is plural, how should the antecedents be placed? 
Write such a sentence. 



1. What properties have nouns? 

2. In what does parsing consist? 

3. Parse words in italics : "John bought him a book" 

4. What properties have verbs? 

5. When is a verb in the active or passive voice? 

6. How many tenses in each of the modes? 

7. How is the passive voice formed? 

8. What is the conjugation of verbs? The synopsis? 

9. W r rite a synopsis of the transitive verb write in 
the indicative and subjunctive modes, active voice. 

10. Diagram : — The Cynic who twitted Aristippus by 
observing that the philospher who could dine on the herbs 
might despise the company of a king, was well replied to 
by Aristippus, when he remarked that the philosopher 
who could enjoy the company of a king, might also de- 
spise a dinner of herbs. 



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